Drawing up a psychological portrait

A psychological portrait is a personality described in psychological terms. In practical psychology, drawing up a psychological portrait may be required in a number of situations, for example:

Although a psychological portrait is described in psychological terms, this is usually done in understandable terms - so that the consumer understands it, so that there is no ambiguity in the descriptions.

A psychological portrait should be drawn up by a fairly experienced psychologist, because this requires deep knowledge and the ability to analyze data (for example, the results of psychological testing). If possible, you should use all the data you can get. You shouldn't rush to conclusions. If necessary, then carry out additional research(repeated psychodiagnostics).

The genre of psychological portrait itself presupposes almost complete freedom of presentation. However, this freedom should not be abused. It is advisable to limit yourself to dry but understandable formulations and present the material in a systematic manner. If some data is of interest to the customer, but it is not available, then you can say so directly.

The facts presented in the psychological portrait may be varying degrees reliability. First, it is better to describe reliable facts (which the psychologist, according to at least, are beyond doubt).

It is necessary to distinguish between a psychological portrait and a psychological profile. The latter concept is used mainly to convey significant information about the client’s personality to another specialist who can understand the formal data. A psychological portrait is not a formalized characteristic; its task is to show the individual uniqueness of a person. If the reader of the psychological portrait does not have such an understanding, if he cannot rely on this new knowledge to predict the behavior of the person being described, such a psychological portrait should be considered unsuitable.

Which ones exactly? psychological concepts Can I rely on this when drawing up a portrait? All these concepts (or parameters) can be divided into four categories (although this division is quite arbitrary):

Man as an individual is something that is quite closely related to natural characteristics:

- age,

– constitution,

– temperament,

– diseases and pathologies,

– emotional orientation, etc.

At the same time, in our psychological portrait we not only state, say, gender or age, but also describe various kinds of deviations, interesting points related to gender or age: how a person relates to his gender role, his sexual activity, mental age etc.

In general, we do this with all parameters: we not only state, but also pay attention to characteristic deviations, individual uniqueness, creatively connecting them together.

A person as a personality is what influences, what is connected with interpersonal communication this man, his social role:

– interests,

– inclinations,

– character (attitude to certain aspects of existence),

– sociability,

- sincerity,

– conflict,

– loyalty,

– participation in certain social groups,

– preferred social roles,

– leadership qualities, etc.

A person as a subject (of activity) is those qualities that influence activities (educational, work, play and others):

– intellectual abilities,

– rationality (reason, reasonableness),

- Creative skills,

– other abilities,

- strong-willed characteristics,

- habitual ways of making decisions,

– motivation and self-motivation,

- attention,

– features of thinking,

– features of speech,

- imagination and imagination

– communicative competence,

– professional plans and prospects,

– other general and professional competencies, etc.

A person as an individual – all other qualities that do not fall into other categories:

– self-concept and self-esteem,

– level of self-control,

– individual biography,

– characteristic behavioral features,

– characteristics pictures of the world,

– prejudices,

– beliefs and values,

– life strategy and current goals,

– intrapersonal conflicts,

– complexes (a jumble of ideas),

– personal achievements, etc.

The tips and descriptions of psychotypes below will help you understand how to create a psychological portrait. All people have the ability to adapt to certain life situations, but each person adapts differently. Someone is focused on specific moments, therefore, easily adapts to any situation. Someone is focused on the past and can only act within strict limits - permissions, prohibitions, rules and responsibilities. Still others are focused on the future with non-standard situations, which is why they are the main generators of ideas.

Knowing yourself, others, determining your temperament, personality orientation, character is important for any person to be able to do. This is required in order to fully unleash your creative potential and understand how to draw up a psychological portrait of a person. Find out the details of the methods for drawing up a psychological portrait.

Psychological portrait of personality

One of the personality features is temperament. Temperament - thanks to it, people differ so significantly from each other - some are slow and calm, others are fast and active.

Temperament is the basis of a person’s personality, which is based on the structure of the human body, the characteristics of his nervous system, and metabolism in the body. Temperament traits cannot be changed; they are usually inherited. In order to effectively draw up a psychological portrait of a personality, you need to understand its characteristics. There is a special approach to each type of temperament.

Sanguine people require constant monitoring and verification.
Choleric people must constantly be engaged in some activity, otherwise their activity will be a burden to others.
Phlegmatic people cannot stand being pushed on, because they are accustomed to relying only on their own strengths, and will definitely finish the job.
Melancholic people cannot stand pressure, screams, sharp instructions, because they are vulnerable and sensitive. You can take a test to determine your temperament using modern methods.

Another important personality trait is character. Character is the stable characteristics of human behavior. The character structure is divided into 4 groups, expressing the individual’s attitude to activity.

To work.
To the team.
To yourself.
To things.

Knowledge of such a structure will also help in the question of how to draw up your psychological portrait. Character formation occurs on the basis of the moral and volitional qualities of the individual. It is customary to distinguish 4 types of character:

Demonstrative type – strongly expresses emotions and experiences them. These are artistic people who play with their feelings in public. They understand other people well, but all decisions are made impulsively.
The pedantic type is the antipode to the demonstrative type. They are indecisive and constantly fear for their lives. Decisions take a long time to take.
Stuck type. He holds on to his negative feelings, but also focuses on his successes for a long time. They are touchy and vindictive, never forgetting insults.
Exciting type. The normal state for them is irritability and dissatisfaction. They cannot control themselves and provoke conflicts.

Abilities can be distinguished separately as a feature. Personal abilities are the solution to certain problems. They come in two types: general - their formation occurs with the development of intelligence. In particular, these are adaptation, mental flexibility, composure, attentiveness, and efficiency. Special abilities are something that is developed for a specific type of activity. But we shouldn’t forget about other personality traits that help create psychological portraits:

Direction is the vector where human activity is directed - towards communication, towards oneself, towards tasks.
Intellectuality is the basis of intelligence, its core.
Emotionality – divided into emotions and mind. Mind and will, that which is subordinate to a person, and emotions can arise in addition to his desires.
Communication skills – verbal and non-verbal communication.

Now you know how you can create a psychological portrait of any person. In the future, this will help you build correct relationships with the people around you.

Instructions

The main criteria by which a psychological portrait of a person can be drawn up are:

1. character (reinforces stable characteristics of a person that determine his behavior in different situations);

2. temperament;

3. self-esteem;

4. intelligence;

5. level of emotionality.

Psychologists highlight different quantities character types. For example, K. Leonhard identifies demonstrative, stuck, pedantic and excitable characters. The main features of a demonstrative personality are the commission of actions under the influence of emotions, the ability to get used to images invented (sometimes independently). Pedantic people, on the contrary, are not influenced by emotions, are scrupulous, do not know how to “play,” and have difficulty making decisions. “Stuck” people are those who have the most difficulty processing their own emotions and experiences. They find it difficult to forget both successes and grievances, constantly replaying them in their memory (including even far-fetched successes and grievances). In principle, they live by the events they experience within themselves more than by the real ones. People with an excitable character are similar to people with a demonstrative character, but they are more conflicted and do not know how to use circumstances for their own purposes and play roles. These are just very neurotic people, tired, irritable.

With temperament, everything is quite simple; it characterizes the mobility of human behavior and the speed of decision-making. According to temperament, people are divided into 4 types: choleric, phlegmatic, sanguine, melancholic. Sanguine and phlegmatic people have strong nervous systems, but phlegmatic people are inert and indecisive, while sanguine people are quite excitable. The nervous system of a choleric person is extremely unbalanced, although it cannot be called weak. A choleric person does not know how to “press the brake pedal” in time; he must always, constantly be busy with something. A melancholic person has a weak nervous system, is suspicious, sensitive, and prone to deep inner experiences that deplete his nervous system even more.

Self-esteem can be normal, low or high. It is very susceptible to changes, for example, due to the onset of a certain age. Most teenagers suffer from low self-esteem, but this mostly goes away when they become adults and achieve some significant success, which allows them to look at themselves differently and be less dependent on other people's opinions.

Intelligence allows a person to assess a situation, distinguish what is essential and what is not, make decisions and adjust their behavior. Thanks to intelligence, a person can function more or less effectively. The level of intelligence depends on a person’s age, education, social circle, etc.

Emotions arise against a person’s will; everyone’s task is to be able to manage them, which is necessary both for behavior in society and for physical health. It is noticed that more healthy people They are distinguished by their ability to control their emotions. However, it is necessary to remember that managing emotions, controlling them does not mean hiding them, driving them inside: often they become even more acute from such actions. The level of a person’s emotionality depends on the ability to properly manage emotions.

Even if it seems to us that we have drawn up a clear psychological portrait of a particular person, this does not mean that we can rely on it one hundred percent. Firstly, each person is still unique. Secondly, a person changes with age, under the influence of various life circumstances.

How to write a psychological portrait of a personality? Examples on this topic are quite varied, but before providing them, it should be remembered that each person has a certain choleric, sanguine, melancholic and phlegmatic. It has been proven that in its pure form belonging to one or another species nervous activity is rare. Most often, one individual combines a set of personal qualities that can be adjusted.

However, the basis of temperament remains constant. How can this be tracked in practice? Before assessing the psychological portrait of a person, the writing example should focus on how a person navigates society. One goes through life without deviating from clear rules, the other, on the contrary, is creative and resorts to innovative methods.

Psychologists are unanimous in their opinion that we should start with a description of temperament. Without this, it is impossible to create a psychological portrait of a person. A sample of any characteristic primarily reflects the type nervous system.

Sanguines and cholerics

Each type of temperament has its own characteristics, so each personality requires an individual approach. Sanguine people have a strong nervous system and easily experience changes in mental processes: their excitement quickly gives way to inhibition and vice versa. Because of this, they tend not to always fulfill their promises and need control.

But their positive traits usually outweigh the negative ones. Such individuals are endowed with sociability, sociability and optimism. In most cases, sanguine people are leaders and often occupy leadership positions in social life.

Cholerics are known for their unbalanced nervous system. The process of excitation in them prevails over inhibition. Cholerics feel the need to be busy all the time. They, like sanguine people, strive for leadership, but are often too assertive and hot-tempered.

Therefore, others often find choleric people aggressive and conflict-ridden. However, one can only envy their energy and determination. They are recommended to realize themselves in society as military personnel, rescuers, and doctors.

Phlegmatic and melancholic

During the research, scientists came to the conclusion that phlegmatic people are endowed with a strong type of nervous system. But, unlike sanguine people, these individuals are inert. They take a long time to make a decision and slowly assess their strength.

It is important not to push phlegmatic people, otherwise they will become very irritated and may quit what they started. Many believe that these individuals are often prone to succumbing to dark thoughts. But in reality they rarely become depressed. Their positive traits are consistency, reliability and thoroughness.

Melancholic people are the owners of a weak, unbalanced type of nervous system.
They are very sensitive and tend to get upset when pressured or given harsh instructions. Due to their softness, melancholic people often cannot resist the dictator and withdraw into themselves.

This eloquently reflects their psychological portrait of personality. An example from psychology shows that it is important for such individuals to master professions related to communication and caring for others. After all, the distinctive features of melancholic people are the ability to empathize and show mercy.

Psychological portrait of personality. Writing example

Perhaps many readers will think: “Is it so important today?” In fact social life requires implementation from the individual. Moreover, it is important that the activity is not only useful and well-paid, but also brings moral satisfaction to the person.

Platonov’s method can help a modern employer competently involve each team member in the process of activity. For example, the scientist emphasizes that a phlegmatic person works best with a melancholic person, and a choleric person works best with a sanguine person. In addition, Platonov identified important points from the structure of a person’s character:

Attitude to work. In this case, a person’s hard work, responsibility, and initiative are assessed. The main question is whether he realizes his natural potential or not.
Attitude towards others. It is known that manufacturing process is involved in relationships, and the coherence of the work and the final result depend on how harmonious they are. Therefore, it is assessed how responsive, respectful and flexible an individual is in society.
Attitude towards yourself. Today, the motto “love yourself” remains relevant. After all, a person who cares about his appearance and a healthy lifestyle not only evokes pleasant emotions, but is also able to attract positive events. That is why a newcomer is advised to pay attention to his appearance when he is going for an interview.

Example characteristics

Based on the above, we can conclude: everyone is able to create a psychological portrait of a person. An example of writing about yourself might look like this: “The basis of my temperament is melancholic. I am moderately hardworking and responsible. The downside is suspiciousness, which prevents me from achieving success. I act according to my natural potential and am able to develop self-confidence through psychological training. Relationships in the team do not always work out well. I am friendly, but shy, and have difficulty defending my opinion. I’m quite picky about myself, I doubt a lot of things, I have several bad habits, but I’m trying to get rid of them.”

This method helps an individual overcome psychological barriers, adjust their behavior and change a lot in their life for the better. The manager, in turn, often focuses on the psychological portrait of the individual. The writing sample usually assumes a free form, but there are large companies that provide a service sample.

How does Platonov's method work in psychology?

In fact, the described method is successfully used in the field of psychiatry and psychology. After all, before helping a person solve his problem, a specialist characterizes his personal qualities.

So, how to write a psychological portrait of a personality? Examples of this are quite varied. One of them implies, in addition to describing the type of temperament, also defining the emotional side of human character. For example, experts consider 4 types of emotions: demonstrative, pedantic, stuck, excitable.

The demonstrative type is distinguished by its emotionality. Such people vigorously express their emotions and often “play to the public.” But thanks to their artistry, they are able to understand their interlocutor well. Therefore, if a representative of the demonstrative type turned to a specialist for help with a request to help him decide on his choice of profession, then the most successful recommendation for him is to choose public activity. Or you can master a specialty

The pedantic personality type is prone to indecisiveness and constant feeling fear. He is characterized by hesitation and doubt. However, punctuality, prudence and accuracy are taken by the specialist as a basis and help to offer this type a certain method of resolving the situation.

Two difficult types

Are there any difficulties when drawing up a psychological portrait of a person? An example of writing according to Platonov shows: yes, this happens. For example, there are 2 personality types: stuck and excitable. At first glance they are similar.

And some individuals are able to intertwine in character. But a professional in his field is still able to figure it out. For example, stuck-type personalities are distinguished by the fact that they are capable of not demonstrating their negative emotions. “Revenge is a dish best served cold” is an expression that perfectly describes their condition. Such individuals are touchy and vindictive. First of all, they are offered programs to get rid of old grievances.

An excitable personality type manifests itself in constant dissatisfaction and irritability. These negative phenomena lead to the fact that the individual is in conflict with the outside world and himself. What leads to this condition? The psychologist carefully works with the applicant, trying to piece together all the details of life events, taking into account his temperament, genetic characteristics, social conditions and circle of acquaintances.

Platonov's method in society

Palatonov’s method is used in various creative shows, politics, and science. Indeed, in this activity, the psychological portrait is primarily important. Famous personality, as well as to an ordinary person, it is impossible to avoid such a characteristic. In this case, the scientist Platonov proposes to consider a person’s intelligence and orientation.

That is, does he have a certain talent and will he be able to realize it based on willpower? In addition, experts take into account a person’s ability to manage their emotions and control their moods and feelings.

Self-esteem is the basis of characteristics

Experts pay special attention to the individual’s self-esteem. Many types of social activities place special emphasis on this when they compile a psychological portrait of an individual. Example of writing: “Ivan Stepanovich Korolev has high mathematical abilities, but low self-esteem. Can he manage a team? At present, no."

This is not the entire list of issues that Konstantin Platonov touches on in his works. The description of a person’s personal qualities depends on the circumstances and the field of activity that requires them. As a rule, a psychological portrait is individual and can be confidential.

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Introduction

Psycholomgy ( Old Greek shhchYu -- soul; lgpt - knowledge) - academic and applied science about behavior and mental processes in the psyche of people and animals.

Psychology must answer the question of why a person behaves one way or another in a given situation. This science helps us understand not only the behavior of other people, but also explain our own. Such knowledge allows one to behave correctly in difficult situations, get out of them, and sometimes go around them. So, knowing your strengths and weaknesses, you can avoid unwanted conflicts. Also, psychological knowledge helps to behave correctly at work and among friends, which is necessary for every person.

In order to better understand myself and find out the traits inherent in my character, I am drawing up my psychological portrait, where I will try to reflect the traits of my character and the mental properties inherent in me.

There are 2 types of mental properties inherent in every person. The first type is those properties that he possesses from his very birth, individual ones (such as the properties of the nervous system, body type, type of temperament, structure of organic needs). A person cannot change these features acquired at birth, but he can learn to use them correctly and live in harmony by developing his own individual style of activity.

The second type is properties characterizing the social position of an individual; these are properties acquired and changing during the course of a person’s life. Such characteristics as his status and role in society, value orientations, motivation of behavior, self-esteem, self-confidence and many other properties formed during the course of life under the influence of the social environment.

For psychological research in psychology, there are quite a large number of methods, here are some of them, those that I will use when drawing up my psychological portrait:

A test (from the English test - sample, trial) is a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of the test study is to test, diagnose certain psychological characteristics of a person, and its result is a quantitative indicator correlated with previously established relevant norms and standards

A survey is a method in which a person answers a series of questions asked of him.

What does a psychological portrait include?

There are many criteria by which people can be classified to compile their psychological portraits.

Academician B.G. Ananyev, who created the Leningrad school of psychologists, substantiated that each person has a bright individuality that unites his natural and personal characteristics. Through individuality, the uniqueness of a person, his abilities, and his preferred field of activity are revealed. In individuality, basic and programming properties are distinguished. The basic ones include temperament, character, and human abilities. It is through the basic properties that the dynamic characteristics of the psyche are revealed (emotionality, rate of reactions, activity, plasticity, sensitivity) and a certain style of behavior and activity of the individual is formed. Basic properties are an alloy of innate and acquired personality traits in the process of education and socialization.

The main driving force for the development of individuality is its programming properties - direction, intelligence and self-awareness. Individuality has its own internal psychic world, self-awareness and self-regulation of behavior, emerging and acting as organizers of the behavior of the “I”.

B.G. Ananyev represented individuality as the unity and interconnection of the properties of a person as an individual, subject of activity and personality.

Based on an assessment of a person’s properties, it is possible to create a psychological portrait of the person, which includes the following components:

1. temperament; 2. character; 3. abilities; 4. focus; 5. intelligence; 6. emotionality; 7. strong-willed qualities; 8. ability to communicate; 9. self-esteem; 10. level of self-control; 11. ability for group interaction.

The development of individuality continues throughout life. With age, only a person’s position changes - from an object of education in the family, school, university, he turns into a subject of education and must actively engage in self-education.

psychological portrait of personality

My psychological portrait

Temperament

Observing other people, how they work, study, communicate, experience joy and sorrow, we undoubtedly pay attention to the differences in their behavior. Some are fast, impetuous, mobile, prone to violent emotional reactions, others are slow, calm, imperturbable, with imperceptible expressed feelings etc. The reason for such differences lies in a person’s temperament, inherent in him from birth.

The founder of the doctrine of temperament is the ancient Greek physician Hippocrates (V-IV centuries BC), who believed that there are four main fluids in the human body: blood, mucus, bile and black bile. The names of temperaments, given by the names of liquids, have survived to this day: choleric, comes from the word “bile”, sanguine - from the word “blood”, phlegmatic - mucus and melancholic - black bile. Hippocrates explained the severity of a certain type of temperament in a particular person by the predominance of one or another liquid.

IN modern psychology The word “temperament” denotes the dynamic features of the human psyche, i.e. only the pace, rhythm, intensity of mental processes, but not their content. Therefore, temperament cannot be defined by the word “good” or “bad”. Temperament is the biological foundation of our personality; it is based on the properties of the human nervous system and depends on the structure of the human body and metabolism in the body. Temperament traits are hereditary and therefore extremely difficult to change. Temperament determines a person’s style of behavior and the methods a person uses to organize his activities. Therefore, when studying the traits of temperament, efforts should be directed not at changing them, but at understanding the characteristics of temperament in order to determine the type of human activity.

Temperament types:

1. A sanguine person is the owner of a strong type of nervous system (that is, nervous processes are strong and durable), balanced, mobile (excitation is easily replaced by inhibition and vice versa);

2. Choleric is the owner of an unbalanced type of nervous system (with a predominance of excitation over inhibition);

3. Phlegmatic - with a strong, balanced, but inert, immobile type of nervous system;

4. Melancholic - with a weak, unbalanced type of nervous system.

To determine my type of temperament, I needed to take G. Eysenck's questionnaire. After answering the questions asked, I found out that I have emotional stability and my temperament type is characterized by extroversion. This means that I am a Sanguine person by temperament type. And indeed, having compared the description of Sanguine, I found all those traits inherent in me.

Their positive qualities: cheerfulness, enthusiasm, responsiveness, sociability.

And negative ones: a tendency to arrogance, scatteredness, frivolity, superficiality.

“A dear sanguine person always promises so as not to offend another, but he does not always fulfill his promise, so you need to check whether he fulfilled his promise” - unfortunately, this is about me.

Character

Character (Greek - “coinage”, “imprint”) is a set of stable individual characteristics of a person that develop and manifest themselves in activity and communication, determining typical modes of behavior for him. Those personality traits that relate to character are called character traits. Character traits are not random manifestations of personality, but stable features of human behavior, features that have become properties of the personality itself. Character expresses not random, but the most typical, essential features of a person. In the character structure, there are 4 groups of traits that express the individual’s attitude to a certain aspect of activity: to work (for example, hard work, a penchant for creativity, conscientiousness in work, responsibility, initiative, perseverance and the opposite traits - laziness, a tendency to routine work, irresponsibility , passivity); to other people, the team, society (for example, sociability, sensitivity, responsiveness, respect, collectivism and their opposites - isolation, callousness, callousness, rudeness, contempt, individualism); to oneself (for example, self-esteem, correctly understood pride and the self-criticism associated with it, modesty and their opposites - conceit, sometimes turning into vanity, arrogance, resentment, egocentrism, selfishness); to things (for example, accuracy, thrift, generosity or, on the contrary, stinginess, etc.).

The core of the formed character is the moral and volitional qualities of the individual. A person with a strong will is distinguished by certainty of intentions and actions and greater independence. He is determined and persistent in achieving his goals. Lack of will in a person is usually identified with weakness of character. Even with a wealth of knowledge and a variety of abilities, a weak-willed person cannot realize all his potential. My character traits:

I am creatively inclined and love to draw; I am proactive and persistent, but, unfortunately, I am characterized by periodic bouts of laziness, sometimes I become somewhat childish and irresponsible, and I am also not able to do routine work that is uninteresting to me for a long time.

When communicating with others, I am sociable and responsive, I try to show respect and be polite to everyone.

I have self-esteem and a certain pride, however, I am quite modest. But, unfortunately, I am very easily offended; any harsh word addressed to me can hurt me and unsettle me for a while.

In relation to things, I should be more careful and thrifty.

K. Leonhard identified 4 types of character accentuation: demonstrative, pedantic, stuck, excitable.

Types of accentuation:

1. Demonstrative type

Characterized by an increased ability to repress, demonstrative behavior, liveliness, mobility, and ease of establishing contacts. He is prone to fantasy, deceit and pretense, aimed at embellishing his person, to adventurism, artistry, and posturing. He is driven by the desire for leadership, the need for recognition, the thirst for constant attention to his person, the thirst for power, praise; the prospect of being undetected weighs him down. He demonstrates high adaptability to people, emotional lability (easy mood swings) in the absence of truly deep feelings, and a tendency to intrigue (with an externally soft manner of communication). There is boundless egocentrism, a thirst for admiration, sympathy, veneration, and surprise. Usually the praise of others in his presence causes him a particularly unpleasant feeling; he cannot stand it. The desire of a company is usually associated with the need to feel like a leader, to occupy an exceptional position. Self-esteem is very far from objectivity. He can irritate with his self-confidence and high claims; he systematically provokes conflicts, but at the same time actively defends himself. Possessing a pathological ability to repress, he can completely forget what he does not want to know about. This unchains him in his lies. Usually he lies with an innocent face, because what he says is true for him at the moment; Apparently, he is not internally aware of his lie, or he is aware of it very shallowly, without noticeable remorse. Able to captivate others with his originality of thinking and actions.

2. Stuck type

He is characterized by moderate sociability, tediousness, a penchant for moralizing, and taciturnity. Often suffers from imaginary injustice towards him. In this regard, he shows wariness and distrust towards people, is sensitive to insults and grief, is vulnerable, suspicious, vindictive, worries about what happened for a long time, and is not able to easily move on from insults. He is characterized by arrogance and often initiates conflicts. Arrogance, rigidity of attitudes and views, and highly developed ambition often lead to persistent assertion of his interests, which he defends with particular vigor. He strives to achieve high results in any business he undertakes and shows great persistence in achieving his goals. The main feature is a tendency to affect (love of truth, resentment, jealousy, suspicion), inertia in the manifestation of affects, in thinking, in motor skills.

3. Pedantic type

It is characterized by rigidity, inertia of mental processes, heaviness to rise, and long experience of traumatic events. He rarely enters into conflicts, acting as a passive rather than an active party. At the same time, he reacts very strongly to any manifestation of disorder. At work he behaves like a bureaucrat, making many formal demands on others. Punctual, neat, Special attention pays attention to cleanliness and order, is scrupulous, conscientious, inclined to strictly follow the plan, unhurried in carrying out actions, diligent, focused on high quality work and special accuracy, prone to frequent self-examinations, doubts about the correctness of the work performed, grumbling, formalism. Willingly cedes leadership to other people.

4. Excitable type

Insufficient controllability, weakening of control over drives and impulses are combined in people of this type with the power of physiological drives. He is characterized by increased impulsiveness, instinctiveness, rudeness, tediousness, gloominess, anger, a tendency to rudeness and abuse, to friction and conflicts, in which he himself is an active, provoking party. Irritable, quick-tempered, often changes jobs, and is difficult to get along with in a team. There is low contact in communication, slowness of verbal and non-verbal reactions, heaviness of actions. For him, no work becomes attractive, he works only when necessary, and shows the same reluctance to learn. Indifferent to the future, he lives entirely in the present, wanting to extract a lot of entertainment from it. Increased impulsiveness or the resulting arousal reaction is difficult to suppress and can be dangerous to others. He can be domineering, choosing the weakest for communication.

After taking Shmishek’s questionnaire, I found out that I have an excitable type of character accentuation.

I partly agree with the description of this type; I really am sometimes too impulsive, irritable and hot-tempered. I live in the present, trying to get maximum pleasure from what is happening to me at the moment. However, I believe that I have no tendency towards rudeness and conflict, and I am also very sociable.

Capabilities

Ability in psychology is considered as a special property of a psychological functional system, expressed in a certain level of its productivity. Quantitative parameters of system productivity: accuracy, reliability (stability), speed of operation. Abilities are measured by solving problems of a certain level of difficulty, resolving situations, etc.

The level of abilities is determined by the degree of resolution of contradictions between the properties of an individual and the relationships of the individual. The best option is when you have abilities in any field of activity and an interest in doing it.

Abilities are divided into general and special. General abilities may predetermine the tendency to be quite wide range activities, they are formed by the development of intelligence and personality traits. General abilities include: readiness to work, the need to work, diligence and high efficiency; character traits - attentiveness, composure, focus, observation, development of creative thinking, mental flexibility, ability to navigate in difficult situations, adaptability, high productivity of mental activity.

General ability acts as a socio-psychological basis for the development of special abilities to a certain type activities: musical, research, teaching, etc.

I really want to develop a greater work ethic than what I have now, this would help me become more successful in my studies, and in the future, in my work.

I am lucky that I am quite attentive and collected, and I also have well-developed creative thinking. Although, perhaps I lack a little sense of purpose in accomplishing the tasks I have set for myself.

It turns out very fortunately that in my case my creative abilities coincide with my interest in this area.

Focus

The basis of a person’s orientation is the motivation of his activities, behavior, and satisfaction of needs. Focus can be on the task, on communication, on oneself. One person can satisfy only physiological needs and ensure the security of existence. For others, in addition to these needs, it is very important to satisfy social needs and the needs for self-expression, realization creativity. The task of a psychologist is to identify the needs, interests, beliefs of each individual and determine the specific direction of her motives.

I try to develop all kinds of directions in myself, but it happens that I focus on one thing, forgetting about others. At the moment, I am completely absorbed in my studies, I have set myself a certain number of tasks that I need to complete, in addition to studying, I spend the remaining free time with my close friends and family.

Intelligence

The famous Soviet psychologist S.L. Rubinstein considered intelligence as a type of human behavior - “smart behavior”. The core of intelligence is a person’s ability to identify essential properties in a situation and bring his behavior into line with them. Intelligence is a system of mental processes that ensure the implementation of a person’s ability to assess a situation, make a decision and, in accordance with this, regulate his behavior.

Intelligence is especially important in non-standard situations - as a symbol of a person’s learning everything new.

The French psychologist J. Piaget considered one of the most important functions of intelligence to be interaction with the environment through adaptation to it, that is, the ability to navigate conditions and structure one’s behavior accordingly. Adaptation can be of two types: assimilation - adapting a situation through changing conditions to a person, his individual style of mental activity, and accommodation - adapting a person to a changing situation through a restructuring of his thinking style.

Intelligence can also be defined as the general ability to act expediently, think rationally, and function effectively in the environment.

The structure of intelligence depends on a number of factors: age, level of education, specifics of professional activity and individual characteristics.

In addition to cognitive intelligence, there is professional and social intelligence (the ability to solve problems of interpersonal relationships, find a rational way out of the current situation). It should be remembered that intelligence is cognition plus action. Therefore, it is necessary not only to develop all types of intelligence, but also to be able to implement rational decisions, show your intelligence both in words and in deeds, since only the result, specific actions determine the level of intelligence of an individual.

I try to develop all types of intelligence and believe that I manage to find the most rational ways to solve problems that sometimes arise.

Emotionality

Since the time of Plato, all mental life is divided into three relatively independent entities: mind, will and feelings, or emotions.

The mind and will are to some extent subordinate to us, but emotions always arise and act independently of our will and desire. They reflect the personal significance and assessment of external and internal situations for a person’s life in the form of experiences. This is the subjectivity and involuntary nature of emotions.

The ability to manage emotions most often means the ability to hide them. It’s a shame, but pretends to be indifferent; it hurts, but it is hidden; It’s offensive, but outwardly there’s only irritation or anger. We may not show our emotions, but this does not weaken them, but more often they become even more painful or take on a defensive form of aggression. Managing emotions is simply necessary, firstly, for health, and secondly, out of ambition.

All emotional phenomena are divided into affects, emotions themselves, feelings, moods and stress states.

The most powerful emotional reaction is affect. It captures a person entirely and subjugates his thoughts and actions. Affect is always situational, intense and relatively short-lived. It occurs as a result of some strong (objective or subjective) shock. Emotions themselves are a longer-term reaction that arises not only as a reaction to accomplished events, but mainly to anticipated or remembered ones. Emotions reflect an event in the form of a generalized subjective assessment. Feelings are stable emotional states that have a clearly defined objective character. These are relationships to specific events or people (possibly imaginary). Moods are long-term emotional states. This is the background against which all other mental processes take place. Mood reflects a general attitude of acceptance or non-acceptance of the world. The prevailing moods of a given person may be related to his temperament. Stress -- nonspecific reaction the body in response to an unexpected and stressful situation. This is a physiological reaction, which is expressed in the mobilization of the body's reserve capabilities. The reaction is called nonspecific, since it occurs in response to any adverse effect - cold, fatigue, pain, humiliation, etc. Issues of stress management are discussed in specialized literature. There are other emotions that arise during communication.

I consider myself a very emotional and open person and in most situations I express my emotions openly. It’s quite difficult for me to hide my experiences from others, be it positive emotions or negative one way or another they are reflected on my face. I don’t think that this is very bad, perhaps it’s easier to establish contact with others. Although when communicating with people who are unfavorably disposed towards you, such a quality, of course, is unlikely to be an advantage

Ability to communicate

Communication is an extremely subtle and delicate process of interaction between people. In communication, all participants in this process are revealed in the most diverse way. Communication has its own functions, means, types, types, channels, phases. The most obvious function of communication is the transmission of some information, some content and meaning. This is the semantic (notional) side of communication. This transmission affects a person’s behavior, actions and deeds, the state and organization of his inner world. In general, we can distinguish informational (obtaining information), cognitive, control and developmental functions of communication, the function of exchanging emotional and, in general, mental states. Means of communication can be verbal (speech in various forms) and non-verbal (pantomime, facial expressions, gestures, etc.).

Types of communication: communication between two (dialogue), communication in a small group, in a large group, with the masses, anonymous communication, intergroup communication. The listed types relate to direct communication.

Communication channels: visual, auditory, tactile (touch), somatosensory (feelings of your body).

Types of communication: functional-role (boss - subordinate, teacher - student, seller - buyer), interpersonal, business, rapport (communication with one-sided trust - the patient trusts).

Phases of communication: planning, making contact, concentrating, motivational sounding, maintaining attention, argumentation, recording the result, completing communication.

It seems to me that I am a sociable person, I need communication with loved ones like air; when communicating, I exchange energy with my interlocutor, and receive new emotions. I also use non-verbal communication, using facial expressions and gestures when I am overwhelmed with emotions.

As for the types of communication, I feel most comfortable alone with an interlocutor or in a small group; such communication gives me more pleasure than communicating with a large number of people at the same time.

Self-esteem

Based on self-knowledge, a person develops a certain emotional and value-based attitude towards himself, which is expressed in self-esteem. Self-esteem involves assessing your abilities, psychological qualities and actions, your life goals and opportunities to achieve them, as well as your place among other people.

Self-esteem can be underestimated, overestimated and adequate (normal).

I determined the level of my self-esteem using a scale of personal qualities, I distributed the proposed qualities into 2 columns, in the first - the qualities that my ideal has, in the second - the qualities of the anti-ideal. After that, from both columns I highlighted the qualities inherent in me. The key to the test is the ratio of the inherent qualities in each column to the number of qualities in that column. Ideally, with adequate self-esteem, this ratio should be approximately 1:2

Here are the qualities I chose:

Qualities that an IDEAL should have	ANTIIDEAL
1. Accuracy	Sloppiness
2. Cheerfulness	Envy
3. Restraint	Nervousness
4. Tenderness	Suspicion
5. Integrity	Carelessness
6. Responsiveness	Pride
7. Passion	Grudge
8. Caring	Touchiness
9. Sincerity	Slowness
10. Persistence	Shyness
11. Caution	Indecisiveness

The ratio in the column with positive qualities is 1:2, which indicates normal self-esteem

In the second column, out of 10 negative qualities, I chose 6 that are characteristic of me, this indicates a slightly low self-esteem (or my self-criticism?!)

I believe that I have normal self-esteem, that I adequately assess the strengths and weaknesses of my character, and also try to deal with my negative traits... and I have quite a few of them... I need to become more organized, punctual and more committed to doing the promises I made.

Conclusion

I got great pleasure from writing this course work, describing my character, taking tests - almost all of their results turned out to be, in my opinion, truthful and truly reflect the main traits of my character. But most of all I remember the test for accentuation of temperament, i.e. to identify overly expressed individual personality traits. As a result of passing this questionnaire (Smishek’s questionnaire), based on the highest indicators of accentuation, I received 4 types: Hyperthymic, Exalted, Emotive and Cyclothymic.

Hyperthymic type

People of this type are distinguished by great mobility, sociability, talkativeness, expressiveness of gestures, facial expressions, pantomimes, excessive independence, a tendency to mischief, and a lack of a sense of distance in relationships with others. They often spontaneously deviate from the original topic of conversation. They make a lot of noise everywhere, love the company of their peers, and strive to boss them around. They almost always have very good mood, wellness, high vitality, often blooming appearance, a good appetite, healthy sleep, a tendency towards gluttony and other joys of life. These are people with high self-esteem, cheerful, frivolous, superficial and at the same time businesslike, inventive, brilliant interlocutors; people who know how to entertain others, energetic, active, proactive. A great desire for independence can be a source of conflict. They are characterized by outbursts of anger and irritation, especially when they encounter strong opposition and fail. They are prone to immoral acts, increased irritability, and projectism. They do not take their responsibilities seriously enough. They find it difficult to endure the conditions of strict discipline, monotonous activity, and forced loneliness.

Exalted type

A striking feature of this type is the ability to admire, admire, as well as smiling, a feeling of happiness, joy, pleasure. These feelings can often arise in them for a reason that does not cause much excitement in others; they easily become delighted with joyful events and in complete despair - with sad ones. They are characterized by high contact, talkativeness, and amorousness. Such people often argue, but do not follow through open conflicts. IN conflict situations they are both active and passive. They are attached to friends and loved ones, altruistic, have a sense of compassion, good taste, show brightness and sincerity of feelings. They can be alarmists, subject to momentary moods, impulsive, easily move from a state of delight to a state of sadness, and have mental lability.

Emotive type

This type is related to the exalted one, but its manifestations are not so violent. They are characterized by emotionality, sensitivity, anxiety, talkativeness, timidity, and deep reactions in the area of subtle feelings. Their most strongly expressed feature is humanity, empathy for other people or animals, responsiveness, kindness, they rejoice at the successes of others. They are impressionable, tearful, and take any life events more seriously than other people. Teenagers react sharply to scenes from films where someone is in danger; scenes of violence can cause them a strong shock that will not be forgotten for a long time and can disturb their sleep. They rarely enter into conflicts; they carry grievances within themselves without spilling them out. They are characterized by a heightened sense of duty and diligence. They take care of nature, love to grow plants and care for animals.

Cyclothymic type

Characterized by alternating hyperthymic and dysthymic states. They are characterized by frequent periodic mood swings, as well as dependence on external events. Joyful events cause pictures of hyperthymia in them: thirst for activity, increased talkativeness, racing ideas; sad ones - depression, slowness of reactions and thinking, their manner of communication with people around them also often changes.

In adolescence, two variants of cyclothymic accentuation can be found: typical and labile cycloids. Typical cycloids in childhood usually give the impression of being hyperthymic, but then lethargy and loss of strength appear; what was previously easy, now requires exorbitant effort. Previously noisy and lively, they become lethargic homebodies, there is a decrease in appetite, insomnia or, conversely, drowsiness. They react to comments with irritation, even rudeness and anger, in the depths of their souls, however, at the same time falling into despondency, deep depression, suicidal attempts are not excluded. They study unevenly, make up for any omissions with difficulty, and create in themselves an aversion to studying. In labile cycloids, the phases of mood changes are usually shorter than in typical cycloids. Bad days are marked by more bad mood than lethargy. During the period of recovery, the desire to have friends and be in company is expressed. Mood affects self-esteem.

In my opinion, the descriptions of these 4 types most fully reflect almost all the traits that are characteristic of me.

Despite all the work done, I did not learn anything new about myself and my mental traits, I knew all this before, but I systematized all the information and checked it again using tests and questionnaires. Such a “revision” of my inherent qualities reminded me anew of my shortcomings and served as an incentive for a new stage in the struggle against them.

At this point I will probably finish drawing up my psychological portrait and will continue to work on myself in order to be happy and successful.

Posted on Allbest.ru

Why is a student profile compiled?

An individual approach to the training and education of the younger generation implies the study of the typological characteristics of a particular child and the creation of conditions for his development in which this process would be more effective. In the practice of the educational system, such a way of recording the individual characteristics of a child has been created as a characteristic of a student.

This document allows the teacher himself to summarize knowledge about a growing person, track the dynamics of his development, as well as other people who will work with the child in the future to obtain a ready-made set of knowledge about him. A well-written description helps the person reading it form an idea of what is happening, a portrait of the child, and on this basis set priorities in working with him. Therefore, a student’s characterization as one of the main documents is often required in the following cases:

when transferring to another educational institution;
to continue studies at the next stage of education;
at the request of social services;
for law enforcement agencies to work with children;
when passing a commission at the military registration and enlistment office;
to organize assistance to the child, for example, in PMPC meetings.

Characterization plan

Researchers in the field of psychology and pedagogy conducted an analysis of the characteristics that are compiled in educational institutions. It was revealed that such a document differed in its approach to studying the child’s personality. Thus, teachers focused on the influence on the student, on his behavior in the school environment. And psychologists focus on the individual typological differences of the child. For example, for a teacher, manifestations of discipline and diligence in the educational process are important, for a psychologist - the child’s motives. Both approaches did not sufficiently fully describe the student’s personality in the specific conditions of the educational system. Therefore, it was concluded that the student’s profile should be built according to a specific plan (algorithm) and include the following necessary data:

general information about the child (name, age, where he lives, period of education, ;
educational activities;
behavior;
social work;
communication;
individual personality traits;
family atmosphere and upbringing.

These points were included in the student characteristics chart, which is filled out by the teacher throughout the child’s education. It not only gives a complete picture of the student’s personality, but also helps in the future to create an objective description.

Student activity

Child's activities in educational institution includes several types that must be described in such a document. This:

educational activities (performance, interest, love of reading, educational achievements);
social activity (degree of expression, initiative, organizational skills, authority of the child’s opinion, attitude towards the role of a follower, desire to perform socially important work);
communicative activity, communication (popularity in the team, presence of comrades, sociability, ability to speak in front of an audience, openness, responsiveness, orientation to the opinions of others, relationships with teachers).

The student's score shows how well the child is adapted to the educational environment. How he assimilates social experience, knows how to make independent decisions and draw up a plan of action.

Psychological and pedagogical characteristics of the student. What does it include?

The designated map-scheme includes, in fact, both psychological and pedagogical parts. These include the following data:

characteristics of the child’s behavior (discipline, stubbornness, determination, conflict, degree of aggressiveness, motor activity, degree of assimilation of pedagogical influence or educational ability);
individual psychological characteristics (self-esteem, level of anxiety, balance, desire for success or ambition, what feelings it evokes in others);
family influence (emotional atmosphere in the family, closeness and trust in relationships, the degree of control and interest of parents in the child’s life, student independence, degree of cooperation between parents and teachers).

The psychological and pedagogical characteristics of a student may also include information about the child’s propensity for deviant behavior. In this case, it is necessary to indicate which specific examples this is indicated.

Sample document

Sample characteristics for students can be compiled by teachers as clear example, which will make it easier to work with documentation in the future. A similar example is presented below.

Stepanov Stepan has been studying at this school since the first grade. During this time, he showed himself to be an active, well-performing student.

He was brought up in a complete, prosperous family. Relationships with parents are trusting and friendly. Father and mother are actively interested in their son’s school life and take part in the work of the class’s parent committee.

Stepan is an excellent student. Shows particular interest in humanities subjects. Takes part in the annual History Olympiad and has won the regional stage of the competition twice. TO educational process treats with genuine interest, reads a lot, attends a circle of book lovers. His goal is to enter a university at the Faculty of History and work as an archaeologist.

Stepan is stubborn in achieving his goals and loves to be a leader in the school team. Classmates consider his opinion authoritative. Shows respect to teachers.

By nature, Stepan is calm, self-confident, friendly and open. Likes to communicate and participate in group events. He treats social work responsibly.

Additionally, he enjoys playing the guitar and training his dog.

date

Psychological and pedagogical characteristics

per student of class 10 "A"

1. General information about the student

XXX - student of class 10 “A” in city N. Born on January 9, 2000 Medical group By physical culture- main.

2. Conditions of family education

The family in which Alexander lives is complete. In conversation with class teacher It turned out that the psychological situation in the family contributes to the development of the child. Friendly relationships between family members play a fundamental role in the full development of a boy. Parents pay sufficient attention to their son’s education and, if necessary, help in preparing homework.

From the answers to the questions in the questionnaire provided to Alexander, it turned out that the boy also has responsibilities around the house: going to the store, taking out the trash, cleaning the room. This indicates that parents instill in their son hard work, neatness, and a love of order.

According to the class teacher, Alexander’s parents regularly visit parent meetings, participate in the social life of the school. They are also interested in their son’s successes and consult with the class teacher on issues of education and the development of certain inclinations of Alexander.

3. Student's educational activity

The first thing that needs to be noted after observing Alexander is his conscientious attitude to his studies. He has a high level of attention: he notices mistakes made by students when completing assignments on the board, and quickly responds to questions during oral work. The boy has a well-developed thinking, he easily summarizes material, systematizes and analyzes it.

Alexander has good academic performance in all subjects. Favorite subjects are the following: mathematics, computer science. The student quickly remembers the material, correctly establishes connections between new and covered material, and quickly finds the right rule to complete the task.

According to the student himself, he likes to study, and it is not particularly difficult, but at the same time he would like to study better.

4. Labor activity student

Alexander shows interest not only in educational activities, but in various types extracurricular activities. In his free time, Alexander also likes to play computer games or spend time outside with friends. If a boy is entrusted with a public task, he performs it conscientiously.

5. Psychological characteristics of the student’s personality

As a result of observations of Alexander, it was established that he is characterized by such qualities of the emotional-volitional sphere as determination, perseverance, independence, and activity. The predominant types of temperament are sanguine (55%) and choleric. These types correspond to such student characteristics as high ability to work, but at the same time instability in interests and inclinations; optimism, sociability, responsiveness; determination, energy, perseverance; average level of strength of nervous processes, high balance of nervous processes, very high mobility of the nervous system.

The methodology for studying self-esteem showed that Alexander has somewhat inflated self-esteem. Often he lacks endurance. For example, he answers teachers' questions very quickly, although his answers are not always accurate, although the boy has well-developed speech. But Alexander is characterized by self-criticism: the student quite adequately assesses his capabilities and is confident in himself. Despite the student’s active position in both academic and social activities, he is characterized by modesty, kindness, accuracy, sincerity, and responsiveness.

The student quickly remembers the material, correctly establishes connections between new and covered material, and quickly finds the right rule to complete the task.

The boy is very sociable, does not conflict with anyone in class, has many friends, and strives to be a leader. I would also like to note high culture Alexander's communication: he is always polite, tactful, respectful towards his parents, teachers, and elders.

6. Features of cognitive activity

Alexander is distinguished by his ability to timely switch and distribute attention, which I have repeatedly noticed in mathematics and computer science lessons.

Andrey has the most developed types of memory: motor-auditory and combined (memory coefficient in both types was 70). The auditory type of memory is less developed (the coefficient was 60). The boy also has a well-developed thinking, he easily summarizes material, systematizes and analyzes it. Sasha has very well developed speech, in most cases he correctly formulates his thoughts. Overall, the level of general mental development high enough.

7. General psychological and pedagogical conclusions

Based on the presented data and their analysis, we can draw a conclusion about the diversified development of Alexander’s personality. He is a very capable, purposeful, inquisitive, broad-minded student. Alexander is very sociable, non-conflict, and knows how to accept criticism. The boy skillfully combines academic and extracurricular activities. Alexander has great potential for studying the exact sciences, where the use of logical thinking is necessary, but he also has an interest in creativity.

I have no objection to removing a student from in-school supervision.

Educational psychologist: XXX

Sample psychological and pedagogical characteristics of a student:

The material for writing the psychological and pedagogical characteristics was collected in the period from 04/11/2011 to 05/07/2011. In the process of collecting material, the following methods were used: observation during training sessions, during changes; conversation with the student, class teacher and other students in the class, subject teacher; testing; studying the class magazine, personal files.

1. General information about the student

Ivanov Andrey Aleksandrovich - student of 6 “B” class of secondary school No. 10, city N. Born on May 31, 1999. According to the results medical examination He is listed in the 1st health group. The medical group for physical education is the main one. Medical workers Recommendations for hardening are given.

2. Conditions of family education

The family in which Andrey Ivanov lives is complete. Father - Ivanov Alexander Alexandrovich - works at... Mother - Ivanova Elena Mikhailovna - a teacher at... In a conversation with the class teacher, it turned out that the psychological situation in the family contributes to the development of the child. Friendly relationships between family members play a fundamental role in the full development of a boy. Parents pay sufficient attention to their son’s education and, if necessary, help in preparing homework.

All conditions have been created for Andrey normal development. The boy has a place for privacy - his own room, where he can calmly do his homework.

From the answers to the questions in the questionnaire provided to Andrei, it turned out that the boy also has responsibilities around the house: going to the store, washing dishes, taking out the garbage, and the boy especially likes to water the flowers.

This indicates that parents instill in their son hard work, neatness, and a love of order.

According to the class teacher, Andrey Ivanov’s parents regularly attend parent-teacher meetings and participate in the public life of the school. They are also interested in their son’s successes and consult with the class teacher on issues of upbringing and the development of certain inclinations of Andrei. It is also important that the boy’s parents regularly review the diary, sign on time, and respond to entries in the diary, which indicates responsibility and an active parental position.

3. Student's educational activity

The first thing that needs to be noted after observing Andrey Ivanov is his conscientious attitude to his studies. He has a high level of attention: he notices mistakes made by students when completing assignments on the board, and quickly responds to questions during oral work. The boy has a well-developed thinking, he easily summarizes material, systematizes and analyzes it.

Andrey has good academic performance in all subjects. Favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature. The overall average score in all subjects is 8.3 points.

Andrey Ivanov is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand. Despite the fact that the boy’s answers are not always correct, his activity indicates diligence in his studies. It is also important to note the fact that Andrey shows interest in various subjects: those related to both the exact sciences and the humanities. The boy carefully completes his homework and always tries to answer the teacher’s questions. This may indicate determination and leadership qualities.

According to the student himself, he likes to study, and it is not particularly difficult, but at the same time he would like to study better.

4. Student’s work activity

Andrey Ivanov shows interest not only in educational activities, but in various types of extracurricular activities. He attends electives in computer science and mathematics, a sports section (basketball), and a music school. In his free time, Andrey also likes to play computer games or spend time outside with friends.

If a boy is entrusted with a public task, he performs it conscientiously.

Despite the fact that Andrei is still only in 6th grade, he has already decided on his choice of profession: in his own words, in the future the boy dreams of becoming a “great mathematician” and would like to “study in Italy.”

5. Psychological characteristics of the student’s personality

As a result of observations of Andrey, it was established that he is characterized by such qualities of the emotional-volitional sphere as determination, perseverance, independence, and activity. The predominant types of temperament are sanguine (55%) and choleric. These types correspond to such student characteristics as high ability to work, but at the same time instability in interests and inclinations; optimism, sociability, responsiveness; determination, energy, perseverance; average level of strength of nervous processes, high balance of nervous processes, very high mobility of the nervous system.

The methodology for studying self-esteem showed that Andrey has somewhat inflated self-esteem. Often he lacks endurance. For example, he answers teachers' questions very quickly, although his answers are not always accurate, although the boy has well-developed speech. But Andrey is characterized by self-criticism: the student quite adequately assesses his capabilities and is confident in himself.

Despite the student’s active position in both academic and social activities, he is characterized by modesty, kindness, accuracy, sincerity, and responsiveness. Andrey worries if he makes mistakes and tries to correct them.

The boy has good academic performance in all subjects. But in the questionnaire he answered that his favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature.

The student quickly remembers the material, correctly establishes connections between new and covered material, and quickly finds the right rule to complete the task.

Andrey is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand.

The boy is very sociable, does not conflict with anyone in class, and has many friends. I would also like to note Andrey’s high level of communication: he is always polite, tactful, and respectful of his parents, teachers, and elders.

6. Features of cognitive activity

As already mentioned, Andrey has high level attention (always notices mistakes on the board). He is distinguished by his ability to timely switch and distribute attention, which I have repeatedly noticed in mathematics and computer science lessons.

Andrey has the most developed types of memory: motor-auditory and combined (memory coefficient in both types was 70). The auditory type of memory is less developed (the coefficient was 60).

The boy also has well-developed thinking, he easily summarizes material, systematizes and analyzes it. Andrey has very well developed speech, in most cases he correctly formulates his thoughts. In general, the level of general mental development is quite high; in some situations the boy is ahead of his peers.

7. General psychological and pedagogical conclusions

Based on the presented data and their analysis, we can draw a conclusion about the diversified development of Andrey Ivanov’s personality. He is a very capable, purposeful, inquisitive, broad-minded student.

Andrey is very sociable, non-conflict, and knows how to accept criticism. The boy skillfully combines academic and extracurricular activities. Andrey has great potential for studying the exact sciences, where the use of logical thinking is necessary, but he also has an interest in creativity. It should continue to develop in these directions.

Psychological and pedagogical characteristics of the student:

structure and content

In the psychological and pedagogical literature there are many different recommendations and schemes for compiling student characteristics. Each of them has its own pros and cons.

Having analyzed the current criteria for compiling characteristics, we have identified several basic requirements that these characteristics must meet.

1. The student’s characteristics should reflect as fully as possible the individual psychological characteristics of a particular child, manifested in his communication, behavior, and learning.

2. The student’s characteristics should be easy to “read” and understandable for other specialists who are not familiar with the child being characterized.

3. The student’s characteristics should be drawn up according to a standard scheme; this process should not be labor-intensive.

4. The structure of the characteristics should include 5 main blocks:

1) general information about the child;

2) features of the child’s cognitive activity;

3) personality characteristics of the child;

4) characteristics of the child’s behavior;

A well-written psychological and pedagogical profile of a student helps the educator and teacher get an idea of the child’s personal qualities, establish contact with him, and build a plan for further pedagogical and educational work, create optimal conditions for the development of the student.

A template for compiling a student’s profile and the detailed content of individual sections that cause the greatest difficulties in the description are presented below (see Table 1). Additionally, we provide a template for characterizing the class as a whole (its goals and objectives are related to determining the directions of development preventive work with class).

student of ___ class

(name of school)

FULL NAME. child __________ date of birth_______________

SECTION 1. GENERAL INFORMATION ABOUT THE CHILD

 FULL NAME.

 Date of Birth.

 Date of admission to the institution.

 Child's family ties(parents, brothers, sisters, immediate family).

 Health information(Availability chronic diseases, health group).

SECTION 2. FEATURES OF A CHILD'S COGNITIVE ACTIVITY

 Academic performance(excellent, good, satisfactory).

 School motivation(attitude towards school, interest and desire to learn).

 Peculiarities of mastering individual academic subjects(level of mastery of the program, difficulties in mastering the material, favorite subjects) .

 Features of attention(concentration, switching, stability of attention).

 Peculiarities of perception and comprehension of information(understanding instructions for tasks, understanding the content of pictures, stories, highlighting the main thing in the text).

 Features of thinking(the ability to compare objects, generalize material, draw conclusions).

 Memory Features(speed and accuracy of memorization, type of memory: auditory, visual, motor).

 Features of speech(vocabulary, completeness and coherence of speech, pronunciation defects).

 Pace of activity(speed of completing tasks, switching, fatigue).

 Behavior in class(understanding and compliance with school norms and rules of conduct).

SECTION 3. CHARACTERISTICS OF THE CHILD'S PERSONALITY

 The focus of the child's interests ( educational, artistic and aesthetic, sports or other types of activities).

 (does the student like to learn, what motivates him to learn, attitude towards various academic subjects, attitude towards successes and failures):

Social activity-passivity;

Hard work-laziness;

Responsibility-irresponsibility;

Organization - disorganization;

Accuracy;

Desire for success, leadership;

Determination;

Persistence.

 Attitude towards people(relationships with the class staff, teachers, attitude of the class towards the student):

Features of relationships with adults (politeness, sense of distance, openness, attitude to criticism and praise - self-criticism).

Features of relationships with peers (sociability, collectivism, unselfishness, honesty, truthfulness, fairness).

 Attitude towards yourself ( self-esteem and self-control):

Modesty or, conversely, talks and brags about one’s achievements and virtues

Self-confidence, i.e. whether he performs tasks, assignments without the help of others or needs the approval and help of others

Self-control, emotional balance.

Table 1 can help you fill out the second and third sections of the characteristics. “The content of individual sections of the student’s psychological and pedagogical characteristics” is presented below.

SECTION 4. CHARACTERISTICS OF A CHILD'S BEHAVIOR

 Compliance with social norms and rules of behavior.

 Reaction to failures and mistakes.

 Behavior in conflict situations.

 Bad habits.

 Tendency to antisocial behavior(deception, theft, vagrancy, etc.)

 General impression about the child.

 conclusions(strengths of the student that should be developed and weak sides, which need to be adjusted).

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS

___ CLASS

(name of school)

 General information about the class(number of children, age, class composition, children’s health status).

 Formal Class Structure(class asset).

 Goals and objectives of the class as a collective(main directions of educational work with the class).

 Academic performance and attitude towards educational activities(number of excellent students, shock students, C students, favorite subjects, etc.).

 Extracurricular activities(children’s interests, involvement in club activities, participation in events, competitions).

 State of discipline in the classroom(understanding and compliance with social norms and rules of behavior).

 Relationships between the class and the class teacher, other teachers.

 Interpersonal relationships in class(informal class structure, the role of positive and negative class leaders, psychological climate in class).

 Class cohesion(ability to work collectively, values of class students).

 Class Achievements(educational, sports, literary, etc.).

Table 1

Child assessment parameters	Possible options development of the studied parameters of the child
SECTION 2. FEATURES OF A CHILD'S COGNITIVE ACTIVITY
Attention	Always easily and quickly focuses his attention on the teacher's explanation. Never gets distracted in class and doesn’t make careless mistakes in class.
	Doesn't always listen carefully to the teacher's explanation. Periodically distracted, often makes mistakes due to inattention, but corrects them when checking
	He listens attentively enough only when he is interested. Often distracted. Constantly makes mistakes due to inattention, does not always correct them when checking
	As a rule, he is slow and has difficulty concentrating his attention on the lesson, and learns little from the teacher’s explanations due to constant distractions. Makes many careless mistakes and does not notice them when checking
Memory	When memorizing, he always understands the structure and meaning of the material. But he also remembers material that requires rote learning easily.
	When memorizing, he can only remember what he previously understood and understood. Material that requires rote learning is difficult to learn
	Material that requires rote learning is absorbed very easily; it is enough to watch it 1-2 times
	To memorize the material, he mechanically repeats it many times, without analysis or comprehension, and makes semantic errors.
Thinking	He quickly grasps the essence of the material, is always among the first to solve problems, and often offers his own original solutions.
	Understands the material satisfactorily after the teacher’s explanation, solves problems at an average pace, usually does not offer his own original solutions
	Among the latter, he grasps the essence of the teacher’s explanations and is distinguished by a slow pace of thinking and solving problems.
	He understands the material only after additional lessons, solves problems extremely slowly, and blindly uses known “patterns” when solving problems.
SECTION 3. CHARACTERISTICS OF THE CHILD'S PERSONALITY
Attitude to business, assignments
Social activity	Actively participates in all public affairs.
	He is not active in public life, but carries out assignments.
	Rarely takes part in public affairs.
Hard work	The child carries out any assignment willingly, looks for work himself and tries to do it well.
	Completes household chores and errands for adults.
	Often avoids tasks and assignments and carries them out in bad faith.
Responsibility	He always completes any task assigned to him well and on time.
	He often completes the work assigned to him on time.
	Rarely completes the tasks entrusted to him.
Organization	He knows how to distribute correctly and completes his work on time.
	Distributes correctly and completes work on time only under the supervision of an adult.
	Doesn't know how to distribute his work over time, wastes time.
Accuracy	Always keeps his things in perfect order. He is neatly dressed, smart - both at his desk and at the blackboard. Takes care of public property and always tries to put it in order.
	Keeps his own and those lent to him in proper order (books, notes). Helps to put public property in order (desks, equipment, etc.) rather out of duty.
	Does not show much desire to maintain order around him. Doesn't care about his appearance. Does not protect public property.
Striving for success and championship	He always strives to be the first in everything (in studies, sports, etc.), and persistently achieves this.
	He strives to achieve recognition and success in one thing, especially one that interests him.
	Very rarely strives for success in any activity; he is easily content with the position of “middle peasant”.
Determination	Always independently, without hesitation, makes responsible decisions.
	Sometimes he hesitates before making a responsible decision.
	Rarely decides to make any responsible decision
	Unable to make any responsible decisions on their own
Perseverance	Always achieves what is planned, even if long efforts are required, and does not give up in the face of difficulties.
	He completes his plans only if the difficulties of completing them are insignificant or require short-term efforts.
	Rarely completes his plans, even if he encounters minor difficulties.
	When faced with difficulties, he immediately gives up trying to accomplish what he has planned.
Attitude towards people
Child's position in the classroom



Classmates' likes	He is the favorite of the class and some shortcomings are forgiven.
	He is liked only by some of his classmates.
	The class doesn't like him.
Relationships with adults
Politeness, tact	Always shows due respect to other people.
	Sometimes he is impolite and tactless.
	He is often too harsh, starts quarrels, insults others, and is rude.
Self-criticism	He accepts criticism adequately, listens to advice, and tries to correct his shortcomings.
	He often listens to fair comments and tries to take them into account.
	Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them
Peer relationships
Sociability	He always willingly and happily comes into contact with people, loves to work and relax with others.
	Communicates with a limited circle of people.
	Prefers individual forms of work and rest. Closed, uncommunicative.
Collectivism	He always helps his comrades in difficult work and in difficult moments of life.
	As a rule, he helps his comrades when asked.
	He very rarely helps his comrades: if asked, he may refuse to help.
Unselfishness	In his actions he is always guided by considerations of the benefit of the cause or other people, and not by his own benefit.
	Almost always guided by considerations of the benefit of the cause or other people.
	In his actions he is guided by his own benefit, but by the benefit of the cause.
Honesty, truthfulness	Always truthful towards teachers and educators, comrades. He speaks the truth even when it is “unprofitable” for him.
	Rarely deceives, almost always truthful towards other people
	Often tells lies for his own benefit
Justice	Actively fights what he considers unfair.
	Rarely opposes what he considers unfair.
	Completely indifferent to manifestations of injustice.
Attitude towards yourself
Modesty	He never flaunts his merits or merits.
	Sometimes, he talks about his actual achievements and merits.
	Often boasts about even minor achievements, exaggerated virtues, or things not yet done
Self confidence	Very confident. Rarely consults with others, does not seek help even when it should be done.
	Self-assured. Completes all tasks without the help of others. Asks for help only when necessary.
	Often, when completing tasks or assignments, he asks for help and support from others, even if he can handle it himself.
Self-control	Always knows how to suppress unwanted emotional manifestations.
	As a rule, he knows how to cope with his emotions. Cases of the opposite nature are rare.
	Often cannot suppress unwanted emotions. He has poor control over his feelings and loses his temper easily.

Psychological pedagogical characteristics of the student. Characteristics of a school student