(The name and surname of the student are fictitious. Such a student does not study and did not study at our school. All coincidences are random)
Characteristic
for a 7th grade student of the branch

MOU secondary school No. 3 of the city of Gusev
"Secondary school in the village of Mikhailovo"

Ivanova Victoria Nikolaevna
Ivanova Victoria was born on January 25, 1995 in the city of Kyzyl, Republic of Tyva. Lives in the Gusevsky district, Maiskoye settlement, st. Tsentralnaya, d. 6. He has been studying at the branch of the secondary school No. 3 "Secondary school in the village of Mikhailovo" since September 1, 2009. Arrived from secondary school № 3, Chernyakhovsk, Kaliningrad region. During the training I changed 7 educational institutions. In the 7th grade, she was left for re-education. She had annual unsatisfactory grades in algebra, geometry, the history of the Fatherland, a foreign language.
He is brought up in an incomplete large family by his mother Ivanova Svetlana Igorevna. Victoria has two younger sisters. Victoria smokes.
Moves quickly from joy to sadness for no apparent reason; there is an inappropriate change of mood.
Victoria, probably due to frequent school changes, frequent skipping lessons, insufficient home preparation, has large gaps in knowledge in many subjects. Motivation to study is weak. Attention in the lesson is unstable, often forgets notebooks, pens. As a rule, does not show interest in acquiring new knowledge. Slowly and with difficulty focuses his attention on the lessons. Makes many mistakes due to inattention and does not notice them when checking. Not organized. Does not know how to distribute his work in time, wastes time in vain.
Victoria often does not do her homework, gets distracted in class, violates discipline, interferes with other students' work in class, and hides her diary. He does not respond properly to the comments of teachers or responds with rudeness, swearing. He often skips classes for no good reason.
Does not show initiative in social activities. Often refuses to participate in public affairs, tries to evade any work. Often does not fulfill his/her self-service duties (school duty, classroom duty, participation in work Saturdays) or performs very carelessly after repeated reminders.
By nature, the girl is closed, stubborn, prone to lies. Victoria has poor control over her feelings, easily falls into a state of confusion, depression. It has increased emotional excitability, a tendency to violent emotional manifestations. Almost always acts thoughtlessly, insufficiently carefully controls himself. Often unable to suppress unwanted emotions, there have been cases of foul language. Always harsh, unrestrained both in communication with peers and with elders. In a quarrel, insults other students, is rude, uses physical force.
Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them. Violates school rules. Refuses to comply with the demands of teachers. Renders Negative influence on classmates.

Although Victoria is a difficult teenager, she was registered with the police in Chernyakhovsk, her mother, despite repeated invitations, refused to visit the school. Communication with Victoria's mother takes place by phone. Victoria's mother blames the school for everything, and she can no longer influence her daughter.

Branch Manager:
Classroom teacher:
the date

http://mihailovoschool. ucoz. ru / index / karta _ skhema _ psikhologo _ pedagogicheskoj _ kharakteristiki _ uchenika /0-281

Map - diagram of the psychological and pedagogical characteristics of the student
Section 1. General information about the child
1.1. Personal data.
1. Date and place of birth

2. Home address
3. Information about the parent

1.2. Health information
1. Do you often get sick (often, moderately, rarely);
2. Chronic diseases (what);
3. Features of the functioning of the nervous system:
gets tired quickly; tired after a long load; tireless;
quickly goes from joy to sadness for no apparent reason; inadequate change of mood;
stable in the manifestation of mood;
excitation prevails;
excitation and inhibition are balanced;
inhibition dominates.
1.3. Achievement (excellent, good, fair, unsatisfactory)
1.4. Extracurricular activities (systematic)
1. Classes in socially useful work (what kind)
2. Amateur art classes (what kind);
3. Classes in circles, clubs, headquarters, brigades (which ones);
4. Sports activities (what kind); _
5. Organizational work (what kind).

Section 2. The manifestation of the personal qualities of the child
2.1. Direction of interests:
1. for educational activities.
2. for labor activity.
3. for artistic and aesthetic activities.
4. for achievements in sports, tourism.
5. on relationships between people.
2.2. Attitude towards assigned work:
1. Social activity
Actively participates in all public affairs, regardless of his own time.
Takes an active part in public affairs, but tries not to spend his
own time.
Does not show activity in public life, but carries out instructions.
Rarely takes part in public affairs.
Refuses to participate in public affairs.
2. Diligence
The student always performs any work willingly, looks for work himself and tries to do it well.
As a rule, he willingly takes up the work, trying to do it well. Cases of dishonest or poor-quality performance of work are rare.
Rarely willing to take on the job.
Most often, he tries to evade any work.
Always evades any task
3. Responsibility
He always performs any task entrusted to him well and on time.
In most cases, he performs the work entrusted to him well and on time.
Often does not perform on time (or performs poorly) the work entrusted to him.
Very rarely does the work assigned to him.
He never completes the tasks entrusted to him.
4. Initiative
He is the initiator of many cases, not seeking to receive any recognition for this.
Quite often he is the initiator of a new business.
Rarely does he start a new business.
Almost never starts a new business.
Never initiates any business.
5. Organization
Always correctly distributes his work in time and performs it according to the plan.
In most cases, he correctly distributes and completes his work on time.
He knows how to correctly distribute and performs his work on time, only if it is necessary to report for each of its stages.
Often does not know how to correctly distribute his work in time
Does not know how to distribute his work in time, wastes time in vain.
6. Curiosity
Constantly actively learns something new in different fields of science and culture.
In most cases, interested in obtaining new knowledge from different fields of science
and culture.
Rarely seeks to learn something new; usually interested in one limited area of ​​expertise.
As a rule, does not show interest in acquiring new knowledge.
Indifferent to any kind of new knowledge.
7. Neatness
Always keeps his belongings in perfect order. Always dressed neatly, pulled up - both at the desk and at the blackboard. Protects public property, always tries to put it in order.
Keeps in proper order own and loaned to him things (books, abstracts). Helps to put in order public property (desks, inventory, etc.) rather out of duty.
Does not show much desire to maintain order around him. Sometimes he comes to school untidy, sloppy dressed. Indifferent towards those who damage public property.
Often he does not care about his appearance, the condition of his books, things, does not protect public property, even spoils it.
Doesn't care at all about keeping his belongings in proper order, always
untidy, untidy. On occasion, without hesitation, spoils public property.
2.3. Attitude towards people
8. Collectivism
Always shows concern for acquaintances and strangers, tries to
provide help and support.
Tends to take care of strangers, if this does not interfere with his personal plans and affairs.
Often shows indifference to other people's affairs and concerns, if this does not affect him personally.
As a rule, he is indifferent to the concerns of others, does not help them on his own initiative.
Considers it unnecessary to take care of unfamiliar members of society, lives under the motto
"Mind your own business"
9. Honesty, truthfulness
Always truthful in relation to his parents, teachers, comrades. Tells the truth and then
when it doesn't work for him.
Almost always truthful in relation to his parents, teachers, comrades.
He often tells lies for his own benefit.
Almost always tells a lie if it suits him.
I tend to always tell lies.
10. Justice
Actively fights what he considers unfair.
He does not always fight what he considers unfair.
Rarely speaks out against what he considers unfair.
Doesn't seek justice.
Completely indifferent to manifestations of injustice.
11. Selflessness
In his actions he is always guided by considerations for the benefit of the cause or other people, and not his own benefit.
Almost always guided by considerations for the benefit of the cause or other people.
He is rarely guided in his actions by considerations of the good of the cause, and not by his own benefit.
In actions, he is often guided by considerations of his own benefit.
In actions, he is always guided by considerations of his own benefit.
12. Sociability
Always willingly comes into contact with people, likes to work and relax with others.
As a rule, he enjoys talking with people.
Strives to communicate with a limited circle of people.
Prefers individual forms of work and rest.
Closed, uncommunicative.
13. A sense of camaraderie
He always helps his comrades in difficult work and in difficult moments of life.
As a rule, he helps his comrades.
Helps comrades when asked.
He very rarely helps his comrades: if asked, he can refuse to help.
He never helps his comrades at work, in difficult moments of life.
14. Responsiveness
Always sympathetic to others, comrades often share their worries with him.
Genuinely sympathizes with others, if not too preoccupied with his own affairs.
Absorbed by his own feelings so much that it prevents him from sharing the feelings of other people.
Almost does not know how to sympathize with others.
He does not know how to sympathize with others at all, his comrades do not like to "borrow" from him.
15. Politeness, tact
All his actions and words testify to respect for other people.
Almost always shows proper respect for other people.
Often impolite and tactless.
Often unacceptably harsh, rude, often starts quarrels.
Always harsh, unrestrained both in communication with peers * and with elders. In a quarrel, insults others, is rude.
2.4. Attitude towards yourself
16. Modesty
He never flaunts his merits and merits.
Sometimes, at the request of his comrades, he talks about his real achievements and merits.
He talks about his strengths and achievements.
Often boasts of things that have not yet been done or that in which he takes very little part, to which he has little to do.
He boasts of even minor achievements, exaggerated virtues.
17. Self-confidence
Never consults with others, does not seek help even when it should be done.
All tasks are performed without the help of others. Ask for help only if
real need.
Sometimes, performing a difficult task, he asks for help, although he could handle it himself.
Often when performing tasks, instructions ask for help, support from others, even if he himself
can handle.
Constantly, even in simple matters, he asks for help and support.
18. Self-criticism
He always listens with attention to fair criticism, persistent in correcting his own shortcomings.
In most cases, he responds correctly to fair criticism, listens to good advice.
Sometimes he listens to fair remarks, tries to take them into account.
Criticism, advice is inattentive, does not try to correct shortcomings.
Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them.
19. Ability to calculate your strength
He always soberly assesses his own strengths, choosing tasks and affairs "on the shoulder" - not too easy and not too difficult.
As a rule, he correctly measures his strength with the difficulty of the task.
Sometimes there are cases when a student poorly measures his strength and the difficulties of the task assigned.
In most cases, he does not know how to measure his strengths and the difficulties of the case.
Almost never knows how to correctly measure his strength and the difficulties of a task or business.
20. Striving for success, superiority
Always and in everything strives to be the first (in studies, sports, etc.), persistently achieves this.
Strives to be among the first in many areas, but Special attention focuses on achievements in any one area.
Strives in one thing, especially of interest to him, to achieve recognition, success.
Very rarely strives for success in any activity, easily satisfied with the position of the "middle peasant".
Never strives to be the first in anything, gets satisfaction from the activity itself.
21. Self-control
Always carefully weighs his words and deeds.
He does not always carefully control his words and actions.
For the most part, he acts thoughtlessly, counts on “luck”.
Almost always acts thoughtlessly, insufficiently carefully controls himself.
He constantly acts thoughtlessly, counting on “luck”.
2.5. Volitional qualities of individuals
22. Courage
Always joins the fight, even if the opponent is stronger than himself.
In most cases, he enters the fight, even if the enemy is stronger than himself.
He cannot always force himself to fight an opponent stronger than himself.
In most cases, retreats before the force.
Always retreats before force, cowards.
23. Decisiveness
Always independently, without hesitation, makes a responsible decision.
In most cases, he makes a responsible decision without hesitation.
Sometimes hesitates before a responsible decision.
Rarely does one dare to make any responsible decision.
Unable to make any responsible decision on their own.
24. Persistence
Always achieves the intended, even if it takes a long effort,
does not shy away from difficulties.
As a rule, he tries to fulfill the intended, even if there are difficulties in doing so.
Opposite cases are rare.
Brings to the end the plan, only if the difficulties of its implementation are insignificant
or require short-term efforts.
Very rarely completes his plans, even if he encounters minor difficulties.
Faced with difficulties, immediately abandons attempts to fulfill the intended
25. 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.
Sometimes he doesn't know how to deal with his emotions.
Often unable to suppress unwanted emotions.
He has poor control over his feelings, easily falls into a state of confusion, depression, and so on.
2.6. The situation of the child in school
26. Authority in the classroom
He enjoys unconditional authority among almost all classmates: he is respected, his opinion is taken into account, and responsible affairs are trusted.
Enjoys prestige among the majority of classmates.
He enjoys authority only among some of his classmates, among some group, only among boys, or among girls, etc.
Does not enjoy authority in the classroom.
27. Sympathy
He is the favorite of the class, he is forgiven some shortcomings.
In the class, the guys treat him with sympathy.
Enjoys the sympathy of only a part of classmates.
Enjoys the sympathy of some guys.
The class doesn't like him.
28. Authority in extracurricular associations
Is an unconditionally recognized authority in any out-of-school association (sports school, music school, club, yard company, etc.).
He enjoys authority among the majority of the children of some out-of-school association (sports school, music school, club, yard company, etc.).
Enjoys authority among individual members of out-of-school associations.
Is a member of some extracurricular association, but does not enjoy authority there
(sports school, club, etc.).
Not a member of any out-of-school association.
Section 3. Features of mental processes and emotionality
29. Attention
Always easily and quickly focuses his attention on the explanation of the teacher. He never gets distracted in the lesson, he does not make mistakes due to inattention in the lesson.
He listens attentively enough to the explanation of the teacher, rarely gets distracted, sometimes there are mistakes due to inattention.
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, slowly and with difficulty focuses his attention on the lesson, learns little from the teacher's explanations due to constant distractions. Makes many mistakes due to inattention and does not notice them when checking.
30. Memory
When memorizing, he always understands the structure and meaning of the material. But even material that requires rote memorization is easy to memorize.
When memorizing, he can remember only what he previously understood, understood. Material that requires rote memorization is given with difficulty.
Material that requires rote memorization is absorbed very easily, it is enough to look at it 1-2 times.
Has a habit of not understanding the structure and meaning of the material being memorized.
When memorizing, he understands the material for a long time. When presenting, he makes errors in form, but he sets out the meaning accurately.
To memorize the material, he repeatedly mechanically repeats it, without parsing and comprehending, makes semantic errors.
31. Thinking
Quickly grasps the essence of the material, always among the first to solve problems, often offers his own original solutions.
He understands the material quite quickly, solves problems faster than many, sometimes offers his own original solutions.
Satisfactorily understands the material after the teacher's explanation, solves problems at an average pace,
usually does not offer its own original solutions.
Among the latter, he captures the essence of the teacher's explanations, is distinguished by a slow pace
thinking and problem solving.
He understands the material only after additional classes, solves problems extremely slowly, blindly uses known “templates” when solving problems.

32. Emotional reactivity
Always emotionally vividly reacts to any life phenomena, it can deeply, to tears
excite story, film.
Usually emotionally vividly reacts to life events, but it is rare that he can be deeply agitated.
Rarely shows a lively emotional reaction to events.
Live emotional reaction is practically absent.
33. General emotional tone
Constantly lively, very active in all areas of school life, interferes in everything, takes on all cases.
Lively, moderately active in all spheres of school life.
Lively, active only in some areas of school life.
Compared to his comrades, he is less active and lively.
Almost always lethargic, apathetic in all areas of school life, despite the fact that he is healthy.
34. Emotional balance
Always calm, he does not have strong emotional outbursts.
Usually calm, emotional outbursts are very rare.
Emotionally balanced.
Increased emotional excitability, prone to violent emotional manifestations
Hot-tempered: frequent strong emotional outbursts on minor occasions.
Note: the purpose of this map - the scheme - is to help the teacher, the class teacher, most accurately and clearly imagine the individual characteristics of the student, in order to ultimately identify in each child those positive aspects, based on which the educational process should be built.
Filling in this map-scheme is mainly based on the principle of “underline what is necessary”, that is, in each of the items containing a scale of possible manifestations of a particular quality, the teacher must choose the degree of manifestation of this quality inherent in the student. It is possible to draw up a characteristic according to this scheme by parents or by the student himself. In this case, in the template along the ruler, the desired color lines are emphasized. For example: the student underlines in blue, the parents in green, the teacher in red.

Each class teacher is faced with the task of writing characteristics for students in his class: such characteristics may be required by the guardianship authorities, the police and the PDN, for admission to another school or college, to the military registration and enlistment office. And every time you don’t want to invent something, it’s better to have a ready-made template or sample.

How to write a testimonial for a student ?

The characteristic for the student, as we have already said, is written by the class teacher, head teacher or school director. When writing a psychological child, you may need the help of a school psychologist, test results and diagnostics.

Actually, the content of a characteristic can be based on what exactly it is needed for, who requires it. The minimum amount of characteristics is 800-900 characters, the maximum is not limited and may contain reports on work with a student - a mini-dossier on a child.

The characteristic, which will be transferred to a third-party organization, is written on the letterhead of the school, the date and signature of the person who prepared it is put at the bottom.

You can download ready-made characteristics for a student on our website - select a sample characteristic below. Compose complete description you can according to the plan on this page. We recommend downloading it and submitting it to the methodical association class teachers.

Plan of the general psychological and pedagogical characteristics of the student

• General information about the student

Last name, first name. Date of Birth. Diagnosis. Did you attend kindergarten? Year of school entry. What grades did you attend and for how many years?

• The history of development

The health status of the parents. Features of pregnancy and childbirth. Early child development. Diseases and injuries in preschool age.

• child's family

Family composition. Parents' activities. material conditions of the family. Conditions for raising a child in a family. Daily regime. Relationships between family members. The attitude of family members to the child.

• physical status

Physical development, age-appropriate. Deviations in physical development (height, fatness, etc.)

Motility state. Movement disorders (stiffness, disinhibition, paralysis, paresis, stereotyped and obsessive movements). Movement coordination.

The state of the analyzers (vision, hearing, etc.)

The presence of chronic diseases. fatigue.

• Features of cognitive activity

Attention. Volume. Sustainability. switchability. Features of voluntary and involuntary attention.

Perception. Speed, volume, completeness, accuracy, meaningfulness.

Features of visual, auditory, tactile perceptions.

Perception of shape, size, color, spatial arrangement of objects. Features of the perception of time.

Memory. Speed, completeness, strength of memorization. Features of memorizing digital, factual and verbal material. Features and scope of intentional and unintentional memorization.

Meaningfulness, accuracy, completeness of reproduction. The use of memorization and recall techniques.

The presence and features of logical (semantic) memory.

The predominant type of memory (visual, auditory, mixed)

Individual features of memory.

Features of speech. The level of speech development. The pace and rhythm of speech. Pronunciation defects. Voice features. Emotional coloring of speech.

Vocabulary. Features of active and passive vocabulary.

The grammatical structure of speech.

The state of dialogic and narrative-descriptive speech.

Features of written speech.

Thinking. Features of analysis and synthesis. Comparisons: correctness and completeness. Availability of multi-stage analysis and comparison. Features of comparison of visually perceived objects and verbal material. Features of generalization and concretization.

The level of development of thinking (visual-figurative, visual-effective, verbal-logical).

The level of assimilation of general and abstract concepts.

Ability to establish causal relationships.

Understanding the main thing in the text, plot.

The ability to draw independent conclusions.

• Emotional-volitional sphere

Depth, stability of feelings. Dominant mood. The degree of emotional excitability. Presence of affective outbursts.

features of the will. Subordination. Suggestibility. Manifestations of negativity.

The presence of friendship and kindred feelings.

The presence of pathological desires.

• General educational skills and abilities

Ability to listen, perform verbal tasks, work with visual aids and didactic material, textbook, notebook.

Ability to plan and work according to plan. Self-control skills.

Features and difficulties of mastering new knowledge, the formation of skills and abilities, the application of acquired knowledge and skills.

Independence in the assimilation and application of knowledge. The ability to select your own examples to the learned rules, to explain your actions.

The presence and features of the transfer of knowledge and skills to a new situation.

• Features of the assimilation of individual subjects

Attitude towards academic subjects.

motives learning activities. Diligence.

cognitive interests. Attitude to evaluation, mark, praise and blame.

Features of mastering labor skills and abilities. Attitude to the lessons of labor and labor activity. Independence.

• Personality Features

Personal orientation. The nature of the interests. The level of claims and self-esteem. A responsibility.

Compliance with the rules of behavior in society, school, at home. Behavior in educational, labor, gaming activities. Autonomy of behavior.

Relationships with children and adults. Place and role in the team. The presence of conformity.

Socialization of the individual.

• Pedagogical conclusions and recommendations

A psychological portrait is a qualitative textual interpretation of a person's characteristics.

It contains a description of the inner warehouse of the personality and can suggest options for human behavior under certain circumstances.

Profession and psychoportrait

The personality of a person, his inner qualities and character traits affect the choice of profession, attitude towards work and colleagues, success in the chosen business.

A properly drawn up psychological portrait will help:

Depending on the ability to adapt to circumstances, the following types of personality can be distinguished:

1. Present-oriented, highly adaptable. These people make good decisions.
2. Oriented to the past. respectful of rights and obligations. These are the perfect performers.
3. Future oriented. showing inadequacy in various situations. This characteristic distinguishes idea generators.

Individuality of a person in a psychological portrait

How many people, so many personalities, because each person is an individual.

The driving force behind the development of individuality, its programming properties:

1. Orientation is the motivation of behavior and activity.
2. Intelligence is the ability of a person to assess the situation, make a decision, control his behavior.
3. Self-awareness - this includes self-esteem (underestimated, adequate, overestimated) - attitude towards oneself and one's actions self-control - the ability to control one's behavior, emotions.

There are also basic personality traits: temperament, character, abilities.

What does it consist of

The psychological portrait consists of several areas - intellect, self-awareness, basic personality traits.

What to do with a schizoid personality type? Read on.

Temperament

This is a combination of such features of the human psyche as the intensity of the course of mental processes, their rhythm and pace. This is the foundation of personality, based on the biological processes occurring in the body, and the principle of heredity.

Temperament types:

1. Sanguine is a strong, balanced type of nervous system. These people cope well with mental and emotional stress. Adequate in feelings and actions. Easily adapt to circumstances. They are characterized by high social activity and flexibility of behaviour.
2. Choleric is characterized by the inability to properly distribute forces (many things are not brought to an end). These people are distinguished by increased emotionality, love of change, daydreaming.
3. Phlegmatic - calm, balanced, even inert people. It is difficult to unbalance them, but they also calm down for a long time. Very sluggish reaction even to strong shocks.
4. Melancholic is a weak nervous system. These people cannot stand high loads, tend to get tired quickly, are very vulnerable and sensitive. Emotional instability is pronounced. Subtly feel other people and changes in the world around them.

Character

This is a set of personality traits that are formed and then manifested in communication, work and determine the ways of behavior.

These traits may refer to:

Capabilities

These are the individual properties of a person, which are the conditions for his success in a certain area of ​​activity. They can be general (the ability to study well) or special (narrowly focused features).

Orientation

The psycho-portrait is compiled in accordance with the driving orientation of the personality towards certain forms of cognition of the world.

Intelligence

Many psycho-portrait data depend both on the level of IQ and on the general intellectual level of the individual.

Emotionality

Emotionality is an involuntary reaction to external stimuli. The more emotional a person is, the higher his level of anxiety manifests itself.

Volitional qualities

Strong-willed qualities - resistance to stress, the ability to deal with difficulties. Even an impressive store of knowledge will not help a weak and weak-willed person to fully realize himself.

Sociability

Communication is the ability of a person to communicate with others. Each person, regardless of their age and status, should be able to find a common thread in a conversation, be able to find a positive direction for studying the world around them.

Ability to work together

From the latter quality follows the ability of a person to work together - the ability to work in a team, listen to the opinions of others, adapt to others.

How to propose to your girlfriend at home? Find out in the article a great way.

Do you know what causes postpartum depression? Read the article.

How to draw a portrait of your personality

Writing examples psychological portrait there can be many personalities. An experienced psychologist can help you with this task. You can try to do it yourself. Now the Internet is full of examples of personality tests.

Before we start painting our portrait, we need to decide what properties (basic or programming) we are trying to define.

The types of tests are chosen depending on how deep we want to go into the study of our own personality.

This can be an interview (in the case of independent work - a questionnaire), handwriting analysis, tests for non-verbal communication, drawings and logical riddles.

The correct construction of a psychological portrait of a person (one's own or others) will help in work and personal life, save time from wasting time on unnecessary things and inappropriate people.

Video: Psychological portrait by underline

Mental properties of personality

Psychology studies not only individual mental processes and those peculiar combinations of them that are observed in the complex activity of a person, but also mental properties that characterize every human personality. her interests and inclinations, her abilities, her temperament and character.

It is impossible to find two people who are absolutely identical in their mental properties. Each person differs from other people in a number of features, the totality of which forms him. individuality.

Speaking of the mental properties of a person, we mean significant, more or less stable, permanent features her. It happens to every person to forget something, but forgetfulness is not for every person. feature. Every person has experienced at some time an irritable mood, but irritability is characteristic only of some people.

The mental properties of a person are not something that a person receives ready-made and retains unchanged until the end of his days. Mental properties of a person- his abilities, his character, his interests and inclinations - produced, formed in the course of life. These are features more or less stable, but not immutable. There are no absolutely immutable properties in the human personality.. As long as a person lives, he develops and, therefore, changes in one way or another.

No mental trait can be innate. A person is not born into the world already having some specific abilities or character traits. Only some anatomical and physiological features of the body can be congenital. some features of the nervous system, sensory organs and - most importantly - the brain. These anatomical and physiological features that form innate differences between people are called makings. Inclinations are important in the process of forming a person's individuality, but they never predetermine it, i.e. are not the only and the main condition on which this individuality depends. The inclinations, from the point of view of the development of the mental characteristics of a person, are polysemantic, i.e. on the basis of any specific inclinations, various mental properties can be developed depending on how a person’s life will proceed.

I.P. Pavlov found that there are significant individual differences types of nervous system. or, which is the same, types of higher nervous activity. Thus, the question of the natural prerequisites for individual differences, the so-called inclinations, received its true scientific basis in the works of I.P. Pavlov.

different types higher nervous activity differ from each other in the following three ways:

1) strength the main nervous processes - excitation and inhibition, this feature characterizes the performance of cortical cells

2) equilibrium between excitation and inhibition

3) mobility these processes, i.e. their ability to change quickly.

These are the basic properties of the nervous system. Different types of higher nervous activity differ from each other in various combinations of these properties.

< The type of higher nervous activity is the main characteristic of the individual characteristics of the nervous system of a given person.

Being an innate feature, the type of higher nervous activity does not, however, remain unchanged. It changes under the influence of the conditions of life and human activity, under the influence of constant education or training in the broadest sense of these words ( Pavlov). And this is because, - he explained, - that next to the above properties of the nervous system, its most important property - the highest plasticity - continuously appears. Plasticity of the nervous system. those. its ability to change its properties under the influence of external conditions is the reason that the properties of the nervous system that determine its type - the strength, balance and mobility of nervous processes - do not remain unchanged throughout a person's life.

Thus, one should distinguish between the innate type of higher nervous activity and the type of higher nervous activity that has developed as a result of living conditions and, first of all, education.

The individuality of a person - his character, his interests and abilities - always reflects him to one degree or another. biography. that life path. which he passed. In overcoming difficulties, the will and character are formed and tempered, in engaging in certain activities, the corresponding interests and abilities develop. But since a person's personal life path depends on the social conditions in which a person lives, then the possibility of the formation of certain mental properties in him depends on these social conditions. Whether an individual like Raphael succeeds in developing his talent, Marx and Engels wrote, depends entirely on demand, which, in turn, depends on the division of labor and on the conditions for the enlightenment of people generated by it. Only the socialist system creates the conditions for the full and all-round development of the individual. Indeed, such a huge flourishing of talents and talents as in the Soviet Union has never happened in any country and in any era.

Of central importance for the formation of a person's individuality, his interests and inclinations, his character is outlook. those. a system of views on all the phenomena of nature and society surrounding a person. But the worldview of every single person is a reflection in his individual consciousness of the social worldview, social ideas, theories, and views.

Never before has the history of mankind seen such mass heroism, such feats of courage, such selfless love for the motherland, as among the Soviet people in the days of the Great Patriotic War and in the days of peaceful labor. The decisive condition for the development of all these qualities was the worldview of the party of Lenin-Stalin, in the spirit of which the consciousness of the progressive Soviet man grew, was brought up and developed.

Human consciousness is a product of social conditions. Recall the words of Marx, which we quoted earlier. . Consciousness is from the very beginning a social product and remains so as long as people exist at all.

However, social ideas and theories are different. There are old ideas and theories that have outlived their time and serve the interests of the moribund forces of society. There are new, advanced ideas and theories that serve the interests of the progressive forces of society ( Stalin). The assimilation of an advanced worldview, advanced views and ideas by a person is not carried out automatically, by itself. First of all, it requires the ability to distinguish these advanced views from the old, obsolete views that drag a person back and prevent the full development of his personality. And besides, it is not enough just to know advanced ideas and views. It is necessary that they be deeply experienced by a person, become his beliefs. on which the motives of his actions and deeds depend.

Conditioned by a person’s personal life path, his beliefs, in turn, influence the course of this path, directing a person’s actions, his way of life and activities.

In childhood, the formation of a person's mental characteristics is of decisive importance. upbringing and education. As the human personality develops, it becomes more and more important self-education. those. conscious work of a person on the development of his worldview and his convictions, on the formation of desirable mental properties in himself and the eradication of undesirable ones. Every person is to a large extent the creator of his own individuality.

Interests and inclinations

The first thing that characterizes a person from the mental side is his interests and inclinations. expressing personality orientation.

The very fact that our consciousness is directed towards this moment on any particular object is called, as we already know, attention. Under interests we mean such an attitude towards an object that creates a tendency to pay attention to it. If we characterize a person, we note his interest in the theater, then by this we mean that he strives to visit the theater as often as possible, reads books about the theater, does not miss messages, notes and articles related to the theater in newspapers, which, participating in talking or listening to radio broadcasts, he pays attention to everything, one way or another related to the theater, that, finally, his thoughts are often directed to the theater.

There is some difference between the concepts of interest and inclination. Under interest of course the focus on a certain subject. under inclination same - focus on the occupation of a certain activities. Interest is a tendency to get acquainted with some subject, to study it, the desire to perceive it, to think about it. A propensity is a tendency to engage in a particular activity.

Often, interest in a subject is associated with a propensity for the relevant activity. An interest in chess almost always comes with an inclination to play chess. But interest can exist independently of inclination. Not all people who are interested in theater have a penchant for theatrical activities. It is possible to have a lively and enduring interest in history and no inclination towards the work of a historian.

At the heart of the emergence of interests and inclinations are needs. However, not every need generates a stable interest that characterizes the orientation of a person. The need for food is one of the basic needs of every person. When this need does not find sufficient satisfaction, i.e. when a person is hungry, he has an interest in food, his thoughts are focused on food. But such interest is temporary and disappears as soon as a person is satiated, it does not express the stable orientation of this person, it is not a characteristic feature of the personality.

Interests are the most important driving force for acquiring knowledge, for expanding a person's horizons, for enriching the content of his mental life. Lack of interests or poverty, their insignificance make a person's life gray and meaningless. For such a person, the most characteristic experience is boredom. He constantly needs something external to amuse and amuse him. Left to himself, such a person inevitably begins to get bored, because there is no such object, such a business, which in itself, regardless of external entertainment, would attract him, would fill his thoughts, would kindle his feelings. A person with rich and deep interests knows no boredom.

Describing the orientation of a person, we first of all pay attention to pithiness and breadth of his interests.

If a person’s orientation is limited to one isolated interest that has no support either in a worldview or in a true love of life in all the richness of its manifestations, then no matter how significant the subject of this interest may be in itself, neither normal development nor a full-fledged life of an individual is possible. .

The full development of the personality presupposes a great breadth of interests, without which the rich content of spiritual life is impossible. The abundance of knowledge that strikes us, which distinguishes many outstanding people, is based on such a breadth of interests.

When the daughters asked Marx to indicate his favorite saying, he wrote an old Latin proverb: Nothing human is alien to me.

A.M. Gorky, in his conversations with young writers, tirelessly called for expanding the range of interests and knowledge. In our world, - he said, - there is nothing that would not be instructive. Recently, - said Gorky, - one novice writer wrote to me: I should not know everything at all, and no one knows everything. I believe that nothing good will come of this writer. A person who even in his youth puts limits on his interests and his curiosity, who says to himself in advance: I don’t have to know everything at all - such a person, according to Gorky, cannot achieve anything significant.

The breadth of interests does not exclude, however, the presence of any one main, central interest. Moreover, a variety of interests is only a valuable quality of a person if these interests are united by some basic life core.

In the same replies to his daughters, where Marx wrote as his favorite saying an appeal to boundless responsiveness to all human interests, he called unity of purpose his hallmark. Indeed, his whole life was directed towards achieving a single goal - the liberation of the working class.

M.I. Kalinin, speaking about the life path of I.V. Stalin, noted a single line of the whole life and activity of the great leader: A seventeen-year-old youth set the task of his life to liberate the oppressed from the chains of capitalism, from all types of oppression. And he gave himself to this idea without a trace. All his further life was subordinated to this idea, and only to it. The words of J.V. Stalin can serve as the greatest example of conscious purposefulness: If every step in my work to elevate the working class and strengthen the socialist state of this class was not aimed at strengthening and improving the position of the working class, then I would consider my life aimless.

The unity of life purpose, which finds its expression in the central life interest, is the pivot around which all other human interests are grouped.

One should be interested in everything - at least in many - but in one thing in particular. Suvorov can serve as an example of a person with an exceptionally wide range of interests, subordinated, however, to one sharply expressed central interest. From an early age, he showed an interest and inclination for military affairs, which turned into a true passion. As a teenager, while still in the village, in his father's house, he devoted his whole life to preparing for military activity, read all the books available to him on military history and technique, spent most of his time in solving tactical problems, accustomed his body to endure the hardships and hardships of combat life. And throughout a life entirely dedicated military work, Suvorov never missed an opportunity to enrich his knowledge in any of the military specialties. At the age of 60, he specifically took up the study of maritime affairs and passed the midshipman's exam.

But along with this, Suvorov was interested in literally all areas of knowledge, all free time until old age he read and studied, and as a result of this he was one of the most educated people of his time. He knew well mathematics, geography, philosophy, history. He spent a lot of time studying languages. He knew languages: German, French, Italian, Polish, Finnish, Turkish, Arabic, Persian. Literature occupied a particularly large place in the circle of his interests. He not only constantly read the works of the best writers and closely followed current literature, but also wrote poetry himself. An exceptional breadth of interests and boundless curiosity were among the most characteristic features of the great Russian commander.

Equally important is sustainability interests. There are people who are interested in a wide variety of subjects, but not for long, one interest is quickly replaced by another. For some people, these fleeting interests are very strong and emotionally exciting; such people are usually called people who are carried away. Becoming a constant and characteristic feature of a person, inconstancy and instability of interests turn into a disadvantage. A person who is not able to have stable interests cannot achieve significant success in any field of activity.

Interests have another feature - it is their efficiency. or strength.

Interest can be passive, expressed only in the fact that a person willingly stops his attention on some object if the object falls into his field of vision. This kind of interest is sufficient for the student to listen attentively to the teacher’s story in the lesson and willingly, even with pleasure, prepare a lesson on this subject, but it cannot encourage the student to actively, on his own initiative, seek sources to expand knowledge in this area. The extreme degree of passivity of interest is expressed in the fact that a person in relation to a subject of interest to him is limited to only intentions to deal with it: he will definitely need to start reading historical books, it would be good to go to a museum. For some people, this kind of intention remains forever unfulfilled, despite the absence of any external obstacles.

In contrast, a truly effective interest induces a person to actively seek satisfaction and becomes the strongest motive for activity. A person driven by such an interest can overcome any obstacles and make any sacrifices.

Interest in military affairs, which reached exceptional active strength with Suvorov even in childhood, defeated both the physical weakness of the body and the categorical unwillingness of the father to prepare the boy for military service, and the lack of any help in the study of military art. Lomonosov's life is a continuous feat, the main driving force of which was an extraordinary interest and love for science.

Abilities and talents

Abilities are called such mental properties that are the conditions for the successful implementation of any one or more activities.

We call ability, for example, observation, which is of great importance in the activities of a writer, scientist, teacher. We call abilities visual memory, which is directly related to the work of an artist-painter, emotional memory and emotional imagination, which plays a large role in the work of a writer, technical imagination, which is necessary in the activities of an engineer or a musical ear technician. We can call abilities those qualities of the mind that are the condition for the successful performance of many types of activities.

The totality of those inclinations that constitute the natural prerequisite for the development of abilities is called giftedness.

The most important among the inclinations are those signs that underlie the difference in types of higher nervous activity: strength, balance and mobility of the processes of excitation and inhibition. Therefore, the giftedness of a person is closely connected with his innate type of higher nervous activity.

However, as mentioned earlier, the innate type of nervous activity does not remain unchanged, but develops and changes in the course of life, as a result of which it is necessary to distinguish between the innate type of higher nervous activity and the type of higher nervous activity that has developed in life conditions. The properties of nervous processes that characterize the type of nervous activity that has developed as a result of development are of paramount importance for understanding the physiological basis of abilities.. The speed and strength of the formation of various kinds of systems of temporary connections depend on the strength, balance and mobility of the processes of excitation and inhibition. Consequently, these properties of nervous processes are of great importance for the success of a person in a particular activity.

The success of a person in any activity depends not only on his abilities. First of all, and most of all, it depends on the availability of appropriate knowledge, skills, abilities, i.e. on what systems of temporary connections he has developed. Hence the importance of training for the suitability of a person to engage in one or another business is clear.

But themselves capabilities. as mentioned above, although they depend on natural inclinations, are always the result of development. The development of abilities is carried out in the process of the very activity for which these abilities are necessary, and above all in the process of learning this activity. In the learning process, firstly, new systems of temporary connections are developed, i.e. new knowledge, skills, and habits are formed; secondly, the basic properties of nervous processes are improved, i.e. appropriate skills are developed. At the same time, the second process - the development of abilities - is much slower than the first - the formation of knowledge and skills.

One of the characteristic signs of good inclinations to develop some ability is early and, moreover, independent, i.e. not requiring special pedagogical measures, the manifestation of this ability. It is known that some children, long before the beginning of systematic training in drawing or music, draw attention to themselves with their abilities in these subjects. So, for example, Rimsky-Korsakov's ear for music was clearly manifested by the age of four. Repin, Surikov, Serov began to show abilities for visual activity at the age of 3-4 years.

In such cases, one often speaks of innate or natural abilities. However, in these cases, only inclinations can be congenital, i.e. some anatomical and physiological features that favor the development of abilities. Even the most musically capable children should learn to to sing or recognize melodies correctly, even the most gifted children in drawing must learn to paint. The peculiarity of these children lies only in the fact that the process of this learning occurs for them at such an early age, so quickly and easily, in most cases during the game, that it escapes the attention of parents and teachers.

However, it is far from always possible to observe such an early manifestation of abilities and giftedness. Very often they first begin to appear relatively late, but in the future they reach an exceptionally high development. In these cases, the development of abilities becomes possible only as a result of the systematic study of this activity and the systematic pursuit of it. Therefore, the absence of an early manifestation of any ability should never serve as a basis for concluding that there are no inclinations for this ability. Giftedness can be reliably judged only by the results of training.

Giftedness for any activity should not be confused with skill in this activity. Giftedness is a natural prerequisite for abilities; mastery is the totality of knowledge, skills and abilities, i.e. the most complex systems of temporary connections that arise in the brain during life as a result of learning in the broad sense of the word. And abilities are not the same as knowledge, skill, skills. Many aspiring writers can be said to show great ability, but they cannot yet be said to have great writing skills.

While distinguishing between giftedness, ability, and skill, we must at the same time emphasize the intimate connection between them. The development of abilities and, at the same time, the ease and speed of acquiring mastery depend on giftedness. The acquisition of mastery, in turn, contributes to the further development of abilities, while the lack of necessary knowledge and skills hinders the development of relevant abilities.

No single ability can ensure the successful performance of an activity. Observation alone, however perfect it may be, or emotional imagination alone, however strong it may be, do not make a good writer. The presence of the most excellent ear for music does not yet mean that its owner can become a good musician, just as the mere technical imagination does not mean that a person can become a good design engineer. The success of any activity always depends on a number of abilities.. So, for example, for the work of a writer, observation, figurative memory, and a number of qualities of the mind, and abilities associated with written speech, and the ability to concentrate strongly, and a number of other abilities are of paramount importance for the work of a writer.

That peculiar combination of abilities, which provides the possibility of creative performance of any activity, is called talent for this activity.

If the presence of one pronounced ability does not yet indicate high talent in a given area, then the weakness of any one ability can never be a reason to recognize oneself as unsuitable for this activity. You can become a great writer with a bad verbal memory in your youth, or a great artist with a bad visual memory. If other abilities required for this activity are sufficiently pronounced, then a person gets the opportunity to do a lot and relatively successfully in this activity, and this creates favorable conditions for the development of a lagging ability. As a result, it can even out so that no trace of its original weakness remains.

A very strong, effective and stable inclination for some business, an inclination that becomes a genuine love for this business, usually indicates the presence of abilities associated with this business. At the same time, such love for the work itself is the most important factor in the development of talent. Talent develops from a feeling of love for work, wrote Gorky, it is even possible that talent - in its essence - is only love for work, for the process of work. These words should not, of course, be taken literally - talent includes much more than love for work - but they express a very deep and true thought. In the absence of some basic core of abilities, a great, passionate love for work cannot arise, and if it does, a person will always be able to overcome his weaknesses - to adjust lagging abilities and achieve the full development of his talent.

Very instructive in this regard is the biography of the greatest orator of antiquity, Demosthenes.

At a young age, he happened to hear the speech of an outstanding speaker. He was shocked at what a huge impact the art of eloquence could have on people, and he decided to achieve success in it at all costs. After careful preparation under the guidance of the best teachers, he made attempts to speak publicly, but failed completely and was ridiculed by the people. He realized that this failure was completely legitimate and that he had a number of shortcomings unacceptable for a speaker: a weak voice, incorrect pronunciation, short breathing, forcing him to make frequent pauses that violate the meaning of phrases, awkwardness of movements, confusing construction of speech, etc. For most people, this would be enough to admit that they are incapable of oratory and abandon their original intentions. Demosthenes did otherwise. With unparalleled energy and perseverance, he set about overcoming his shortcomings. To strengthen his voice and achieve deeper breathing, he practiced making long speeches while running or climbing a mountain. To eliminate the shortcomings of pronunciation, he took small pebbles into his mouth and ensured that, even under this condition, his speech was clear and intelligible. He arranged for himself a special dungeon in which, alone and for a long time, he could practice oratory exercises. Sometimes he stayed in this dungeon for two or three months in order not to let himself go out of there, he shaved his hair from half of his head, giving himself a look that made it impossible to appear in public.

Passionate love for the cause, faith in his talent and exceptional willpower made it possible for Demosthenes to overcome the insufficiency of a number of important abilities. His name is surrounded by the glory of one of the greatest orators of all time.

One of the most important features of the human psyche is the possibility of a very wide compensation some properties by others, so that the missing ability can be replaced within a very wide range by others highly developed in a given person. In other words, the equally successful performance of the same activity can be based on completely different combinations of abilities. This circumstance opens up truly limitless possibilities for human development.

A striking example is the life of the deaf-blind-mute Olga Skorokhodova. She lost her sight and hearing at an age when this leads to the same consequences as congenital deaf-blindness: she also lost her speech. Thus, she was deprived not only of the main ways of perception outside world but also normal ways of communicating with people. The later life of Skorokhodova is a remarkable example of what conditions have been created for the unlimited development of talents and abilities in our country, in the Soviet Union. A few years after she lost her sight and hearing, she was placed in a special clinic; she not only learned to speak, read and write, but also became a highly developed person, an active member of the Komsomol, leading social work. Moreover, Skorokhodova showed herself as a poet and as a scientist. Per Skorokhodova owns one scientific book of outstanding interest, a number of essays and poems.

Skorokhodova has undoubted literary abilities in the absence of such seemingly necessary prerequisites for this as sight and hearing. The literary abilities of Olya Skorokhodova were highly valued by Gorky, who corresponded with her for several years. Here are excerpts from a poem by Skorokhodova, in which she answers the question of how it is possible to write poetry to someone who does not see or hear:

Others think - those who hear the sounds,

Those who see the sun, stars and moon:

How she will describe beauty without sight,

How will he understand the sounds and spring without hearing!?

I will hear the smell and dew coolness,

I catch the light rustle of leaves with my fingers,

Drowning in the dusk, I will walk through the garden,

And I'm ready to dream, and I love to say.

And I will clothe the free world with a dream.

Will each of the sighted describe beauty,

Will it smile clearly at the bright beam?

I have no hearing, I have no sight,

But I have more - feelings of living space:

Flexible and obedient, burning inspiration

I wove a colorful pattern of life.

The remarkable development of Skorokhodova's literary abilities is a consequence, on the one hand, of the concern for the person shown by the party and the Soviet government, and on the other hand, the tireless work on herself by Skorokhodova herself and her passionate love for poetry. Poetry is my soul, she writes in one of her articles. Passionate love for the cause and tireless work made it possible for Skorokhodova to compensate for her lacking abilities by others and to achieve the full development of her giftedness.

From all that has been said, it follows that the lack of any particular ability should never stop a person if inclinations, interests and other abilities seriously induce him to engage in this activity.

Analyzing the question of creative activity, we saw that creativity is always a big and hard work. But the more gifted, the more talented a person is, the more creativity he brings into his work and, consequently, the more intense this work must be. Therefore, one should resolutely reject the prejudice that arose under the conditions of the exploitative system, according to which good abilities allegedly relieve a person of the need to work, talent allegedly replaces labor. In contrast, we can say that talent is love for the very process of work, love for work. Inclination and ability to work are the most important components of true talent.

A creative attitude to work, which has become a characteristic feature of an advanced Soviet person, is one of the most important conditions for the mass flourishing of talents in the USSR. With us, any work becomes creative work, and thanks to this, in all types of activity, we can observe manifestations of high giftedness and talent.

In order to consciously build your life, it is very important to be able to correctly assess your abilities. But attention should not be directed at all to how big my abilities how high my giftedness for this or that activity, but for that, for what I am more gifted what kind My abilities are more pronounced. The height of giftedness is revealed only by the results of a person's life work, and it is impossible to know these results in advance. The nature and direction of giftedness, however, manifest themselves earlier: in stable interests and inclinations, in the comparative success in carrying out various types of activity, in the comparative ease of mastering various subjects.

The famous Russian writer Sergei Timofeevich Aksakov wrote his first book when he was 56 years old, and the works in which his literary talent was fully developed - Family Chronicle and Childhood of Bagrov's grandson - were written by him at the age of 65-67 years. Who could have predicted the height of his giftedness at a young age? But the nature of his abilities was revealed very early: even in childhood, he was distinguished by outstanding observation, a passionate and enduring love for literature, and a penchant for literary pursuits.

Important for the question of giftedness and abilities is I.P. Pavlov’s indication of specifically human types of higher nervous activity: the relative predominance of the first or second signal system in individual manifestations of human higher nervous activity gave grounds to I.P. Pavlov to distinguish artistic and mental types. Features of the interaction of two signaling systems are most pronounced in the extreme representatives of these types. The artistic type is characterized by increased sensitivity to excitations through the first signal system: the richness and brightness of direct impressions delivered by the senses distinguish representatives of this type. On the contrary, the thinking type is characterized by the ability and inclination to abstract thinking. As already noted in the presentation of the question of the types of memory, many people should be classified as an average type, harmoniously combining the action of both signaling systems.

That originality of giftedness, which distinguishes each person, is the key to the value of a person for society. There are no people who are not capable of anything. Each person has a certain giftedness characteristic of him, which provides the possibility of successful implementation of certain types of activities. The breadth of interests and concern for the comprehensive development of abilities are the most important conditions for this giftedness to manifest itself as early and as definitely as possible.

We in the Soviet Union have provided young people with the broadest opportunities both for receiving an education and for choosing a specialty according to their inclinations and abilities. Our life opens before each person boundless prospects for the application of his strengths and abilities. Under these conditions, the division of people into capable and incapable loses its meaning. Nikolai Ostrovsky rightly said: Only lazy people are not talented in our country. They don't want to be. And nothing is born from nothing, water does not flow under a lying stone.

But the question becomes all the more meaningful for us: what is this person most capable of, what are his abilities and his talents?

Temperament

Since ancient times, it has been customary to distinguish four basic temperaments: choleric, sanguine, melancholic and phlegmatic.

Temperament is called the individual characteristics of a person, expressed:

1) in emotional excitability (the speed of the emergence of feelings and their strength),

2) in a greater or lesser tendency to a strong expression of feelings outwardly (in movements, speech, facial expressions, etc.),

3) in the speed of movements, the general mobility of a person.

Choleric temperament is characterized by quick and strong feelings, sanguine- quickly emerging but weak feelings, melancholic- slowly emerging but strong feelings, phlegmatic- slowly arising and weak feelings. For choleric and sanguine Temperaments are also characterized by: 1) speed of movement, general mobility, and 2) a tendency to a strong expression of feelings outwardly. For melancholic and phlegmatic temperaments, on the contrary, are characterized by: 1) slowness of movements and 2) weak expression of feelings.

Typical representatives of each of the temperaments can be characterized as follows.

Choleric- a person is fast, sometimes impulsive, with strong, quickly igniting feelings, clearly reflected in speech, facial expressions, gestures; often - quick-tempered, prone to violent emotional outbursts.

sanguine- a person is fast, mobile, giving an emotional response to all impressions, his feelings are directly reflected in outward behavior, but they are not strong and are easily replaced.

melancholic- a person who is distinguished by a relatively small variety of emotional experiences, but by their great strength and duration, he does not respond to everything, but when he responds, he experiences strongly, although he does not express his feelings outwardly.

Phlegmatic person- a person is slow, balanced and calm, who is not easy to emotionally hurt and it is impossible to piss off his feelings almost do not manifest themselves outwardly.

Characteristic representatives of the four temperaments can serve as four characters in Turgenev's novel On the Eve: Insarov (choleric temperament), Shubin (sanguine), Bersenev (melancholic), Uvar Ivanovich (phlegmatic). Bright representatives of the choleric temperament are the old prince Bolkonsky (War and Peace) and Chertop-hanov, the hero of two stories from the Hunter Turgenev's Notes (Chertop-hanov and Nedopyuskin and Chertop-hanov's End). The finished type of sanguine is Stepan Arkadyevich Oblonsky (Anna Karenina).

The contrast between sanguine and phlegmatic temperaments is clearly shown by Gogol in the images of Kochkarev and Podkolesin (Marriage). The contrast between sanguine and melancholic temperaments is clearly seen when comparing two female images in War and Peace: Liza, the wife of Prince Andrei (little princess), and Princess Marya.

The characteristic features of temperaments are explained by those properties of higher nervous activity that underlie the division of types of higher nervous activity:

1) the strength of nervous processes,

2) balance or imbalance in the processes of excitation and inhibition,

3) mobility of nervous processes.

So, for example, the irascibility of a choleric person, his tendency to violent affective outbursts are explained by the lack of balance between the processes of excitation and inhibition, the predominance of excitation over inhibition. This type of nervous system is called the excitable or unrestrained type. The difference between the emotional liveliness and general mobility of the sanguine person, on the one hand, and the emotional equanimity and general slowness of the phlegmatic, on the other hand, is explained by differences in the degree of mobility of nervous processes.

We know that the type of nervous system is not something completely fixed. Temperament is not unchanged. Often temperament changes with age, it can change under the influence of life education. But in any case, temperament is a fairly stable property, one of the characteristic mental properties of a person.

It would be a mistake to think that all people can be divided into four basic temperaments. Only a few are pure representatives of the types of choleric, sanguine, melancholic or phlegmatic; in the majority, we observe a combination of individual features of one temperament with some features of another. One and the same person in different situations and in relation to different spheres of life and activity can reveal features of different temperaments.

So, for example, in Pierre Bezukhov (War and Peace), in most everyday everyday manifestations, features of a phlegmatic temperament are striking: slowness, good-natured calmness, equanimity. But in rare, emergency circumstances, he reveals a temper typical of a choleric and not only gives violent emotional outbursts, but also performs extraordinary acts under the influence of them. At the same time, we can notice in him the features characteristic of a melancholic temperament: feelings that slowly arise, but are strong, stable and almost not manifested outwardly.

Each of their temperaments has its positive and negative sides. Passion, activity, energy of the choleric, mobility, liveliness and responsiveness of the sanguine, depth and stability of the melancholic, calmness and lack of haste of the phlegmatic are examples of those valuable personality traits, the inclination to which is associated with individual temperaments. But not every choleric person is energetic and not every sanguine person is responsive. These properties must be developed in oneself, and temperament only facilitates or complicates this task. It is easier for a choleric person than for a phlegmatic person to develop speed and energy of action, while for a phlegmatic person it is easier to develop endurance and composure.

To use the valuable aspects of his temperament, a person must learn own them, to subdue him. If, on the contrary, temperament will own a person, control his behavior, then with any of the temperaments there is a danger of developing undesirable personality traits. The choleric temperament can make a person unrestrained, abrupt, prone to constant outbursts. A sanguine temperament can lead a person to frivolity, a tendency to scatter, insufficient depth and stability of feelings. With a melancholic temperament, a person may develop excessive isolation, the inclination is completely immersed in his own experiences, excessive shyness. A phlegmatic temperament can make a person lethargic, inert, often indifferent to all the impressions of life.

Awareness of the positive and negative aspects of one's temperament and the development of the ability to own and manage them constitute one of the most important tasks of educating a person's character.

Character

The word character denotes the totality of the core mental properties of a person that leave an imprint on all his actions and deeds.. those properties that primarily determine how a person behaves in various life situations. Knowing the character of a person, we can foresee how he will act in such and such circumstances and what should be expected from him. If the individuality of a person is devoid of internal certainty, if his actions depend not so much on himself as on external circumstances, we are talking about a characterless person.

The mental properties of a person, which make up the character and which allow, with a certain probability, to predict a person's behavior under certain conditions, are called character traits. Courage, honesty, initiative, diligence, conscientiousness, cowardice, laziness, secrecy are examples of various character traits. Considering that one person has courage, and the other is cowardly, we thereby say what should be expected from both when confronted with danger. Pointing to the initiative of a person, we want to say by this what attitude to a new business should be expected from him.

Temperament in itself cannot be bad or good; it can only be a good or bad ability to control one's temperament, to use it. In relation to character, we constantly use the expressions good character, bad character. This shows that the word character denotes those features of a person that are directly reflected in his behavior, on which his actions depend, which therefore have a direct vital significance. We always evaluate many of the character traits as positive - courage, honesty, conscientiousness, modesty, others - as negative - cowardice, deceit, irresponsibility, boasting, etc.

Character is manifested both in the goals that a person sets for himself, and in the means or ways in which he realizes these goals. The personality of a person, according to Engels, is characterized not only by what he does, but so how he does it.

Two people can do the same thing and pursue the same goal. But one will work with enthusiasm, burning with what he does, while the other will work conscientiously, but indifferently, guided only by a cold sense of duty. And this difference is how two people doing the same thing, often has a deep characterological significance, reflecting the stable features of the individuality of these two people.

The nature of a person is primarily determined by his attitude to the world, to other people, to your work and, finally, to yourself. This attitude finds its conscious expression in a person's worldview, in his convictions and views, and is experienced by a person in his feelings.

Hence the close connection of character with the worldview and beliefs of a person is clear. From firm convictions, clarity of goals is born that a person sets for himself, and clarity of goals is a necessary condition for the sequence of actions.

People without firm convictions can never have a firm character, and their behavior will be determined mainly by external circumstances and random influences. I.V. Stalin gave a vivid description of such people: There are people about whom you cannot say who he is, whether he is good, or he is bad, or courageous, or cowardly, or he is for the people to the end, then whether he is for the enemies of the people. the great Russian writer Gogol quite aptly said about people of such an indefinite, unformed type: People, he says, are indefinite, neither this nor that, you will not understand what kind of people, neither in the city of Bogdan, nor in the village of Selifan. Such indefinite people and figures are also quite aptly spoken of among our people: a so-so person - neither fish, nor meat, nor a candle to God, nor a poker to hell.

Drawing up a psychological portrait

A psychological portrait is a person described in psychological terms. In practical psychology, the compilation of a psychological portrait may be required in a number of situations, for example:

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

A psychological portrait should be compiled by a fairly experienced psychologist, because it requires deep knowledge, the ability to analyze data (for example, the results of psychological testing). If possible, use all the data that you can get. You should not rush to conclusions. If necessary, then conduct an additional study (repeated psychodiagnostics).

The very genre of psychological portrait implies almost complete freedom of presentation. However, this freedom should not be abused. It is advisable to limit yourself to dry, but understandable formulations, to present the material in a system. If some data is of interest to the customer, but they are not, then you can directly say so.

The facts stated in the psychological portrait may be of varying degrees of reliability. First, it is better to describe reliable facts (which the psychologist, at least, does not raise doubts).

It is necessary to distinguish between a psychological portrait and a psychological profile. The latter concept is mainly used to convey meaningful information about the identity of the client to another specialist who is able to understand the formal data. A psychological portrait is not a formalized characteristic, its task is to show the individual originality of a person. If the reader of a 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 recognized as unsuitable.

What psychological concepts can be relied upon when drawing up a portrait? All these concepts (or parameters) can be divided into four categories (although this division is rather arbitrary):

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

- age,

- the 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 sexual role, his sexual activity, mental age, etc. d.

So, in general, we act with all parameters: we not only state, but also pay attention to characteristic deviations, individual originality, creatively combining this with each other.

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

- interests

- tendencies

- character (attitude to certain aspects of being),

- sociability

- sincerity

- conflict,

- loyalty,

- Participation in certain social groups,

- preferred social roles,

– leadership skills and etc.

A person as a subject (activity) - these are the qualities that affect the activity (educational, labor, gaming and other):

- intellectual ability

- rationality (reason, rationality),

- Creative skills,

- other abilities

- volitional traits

- traditional ways of making decisions

- motivation and self-motivation,

- Attention,

- features of thinking,

- features of speech,

- representation and imagination,

- communicative competence,

– professional plans and prospects,

– other general and professional competencies and etc.

A person as an individual - all other qualities that did not fall into other categories:

- self-concept and self-esteem,

- level of self-control,

- personal biography

- characteristic features of behavior,

- characteristic features of the picture of the world,

- prejudices

- beliefs and values

– life strategy and current goals,

- intrapersonal conflicts

- complexes (piling up of ideas),

- personal achievements, etc.

The following tips and descriptions of psychotypes will help you figure out how to make a psychological portrait. All people have the ability to adapt to certain life situations, but each person adapts in his own way. Someone who is focused on specific moments, therefore, easily adapts to any environment. Someone is focused on the past and can only act within a rigid framework - permissions, prohibitions, rules and duties. Still others are future-oriented with non-standard situations, which is why they are the main generators of ideas.

To know oneself, others, to determine one's temperament, personality orientation, character, it is important for any person to be able to. This is required in order to fully reveal your creative potential and understand how to make a psychological portrait of a person. Find out the details of the methods of drawing up a psychological portrait.

Psychological portrait of a person

One of the personality traits is temperament. Temperament - thanks to him, people are so significantly different from each other - some are slow and calm, others are fast and agile.

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

• Sanguine - require constant monitoring and verification.
• Cholerics - must constantly be engaged in some business, otherwise their activity will be a burden to others.
• Phlegmatic people cannot stand it when they are driven, because they are used to relying only on their own strength, and they will definitely finish the job.
• Melancholic - cannot stand pressure, screams, harsh instructions, because they are vulnerable and sensitive. You can pass a test to determine your temperament using modern methods.

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

• To work.
• To the team.
• To myself.
• To things.

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

1. Demonstrative type - strongly expresses emotions and experiences them. These are artistic natures, playing with their feelings in public. They understand other people well, but all decisions are made by them impulsively.
2. The pedantic type is the opposite of the demonstrative type. They are indecisive and experience constant fear for their lives. Decisions take a long time.
3. Stuck type. Delays his negative feelings, but also focuses on his successes for a long time. Touchy and vindictive, never forget insults.
4. Excitatory type. The normal state for them is irritability and discontent. They cannot control themselves and provoke conflicts.

As a feature, abilities can be singled out separately. Personal abilities are the solution of certain tasks. They are of two types: general - their formation occurs with the development of intelligence. In particular, this is adaptation, flexibility of mind, composure, attentiveness, efficiency. Special abilities - something that develops for a certain type of activity. But do not forget about other personality traits that help to make psychological portraits:

• Orientation is a vector where human activity is directed - to communication, to oneself, to tasks.
• Intelligence is the basis of intelligence, its core.
• Emotionality - subdivided into emotions and mind. Mind and will, something that obeys a person, and emotions can arise in addition to his desires.
• Communication skills - verbal and non-verbal communication.

Now you know how you can make a psychological portrait of any person. In the future, this will help you build the right relationship with the people around you.

Instruction

The main criteria by which it is possible to draw up a psychological portrait of a person are:

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

2. temperament;

3. self-esteem;

4. intelligence;

5. level of emotionality.

Psychologists distinguish a different number of character types. For example, K. Leonhard distinguishes demonstrative, stuck, pedantic and excitable characters. The main features of a demonstrative personality are the performance of actions under the influence of emotions, the ability to get used to invented (sometimes independently) images. Pedantic people, on the contrary, are not influenced by emotions, scrupulous, do not know how to "play", it is difficult to make 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 scrolling through them in their memory (including even far-fetched successes and grievances). In principle, they live by events experienced within themselves more than by real ones. People with an excitable character are similar to people with a demonstrative character, but they are more conflicted, they do not know how to use circumstances for their own purposes and play roles. It's like just very neurotic people, tired, irritable.

With temperament, everything is quite simple, it characterizes the mobility of human behavior, the speed of decision-making. By temperament, people are divided into 4 types: choleric, phlegmatic, sanguine, melancholic. The sanguine and phlegmatic have a strong nervous system, but the phlegmatic is inert and indecisive, and the sanguine is quite excitable. The nervous system of the choleric 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. The melancholic has a weak nervous system, is suspicious, sensitive, prone to deep inner experiences that deplete his nervous system even more.

Self-esteem can be normal, low or high. It is very subject to change, 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, achieve some significant success, which allows them to look at themselves differently and be less dependent on the opinions of others.

Intelligence allows a person to assess the situation, highlight the essential and non-essential, make decisions and correct their behavior. Thanks to the intellect, a person can function more or less effectively. The level of intelligence depends on age, education, social circle of a person, etc.

Emotions arise against the will of a person, the task of anyone is to be able to manage them, which is necessary both for behavior in society and for physical health. It has been noticed that more healthy people have the ability to control their emotions. However, it must be remembered that managing emotions, controlling them does not mean at all hiding them, driving them inside: often they become even more acute from such actions. The level of emotionality of a person depends on the ability to properly manage emotions.

Even if it seems to us that we have made a clear psychological portrait of a particular person, this does not mean that we can completely rely on him. First, 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 person? Examples on this topic are quite diverse, but before providing them, it should be remembered that each person has a certain choleric, sanguine, melancholic and phlegmatic. It has been proved that in its pure form belonging to one or another type of nervous activity is rare. Most often, one individual combines a set of personal qualitiesthat 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, an example of writing should be focused on how a person navigates in 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 one should begin with a description of temperament. Without this, it is impossible to make a psychological portrait of a person. A sample of any characteristic reflects, first of all, the type of the nervous system.

Sanguine and choleric

Each type of temperament is distinguished by its own peculiarity, therefore, an individual approach is required for each personality. Sanguine people are owners of a strong nervous system and easily experience a change in mental processes: their excitation is quickly replaced by inhibition and vice versa. Because of this, they tend to not always fulfill the promises and need to be controlled.

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 quick-tempered.

Therefore, people around often find choleric people aggressive and conflicted. However, their vigor and purposefulness can only be envied. They are recommended to realize themselves in society as military, rescuers, doctors.

Phlegmatic and melancholic

In the course of 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 the phlegmatic, otherwise they will be very annoyed and may quit the job they have begun. Many believe that these individuals often tend to succumb to gloomy thoughts. But in fact, they rarely get depressed. Them positive features- consistency, reliability and thoroughness.

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

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

Psychological portrait of a person. Writing example

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

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

• Attitude towards work. In this case, diligence, responsibility, initiative of a person are evaluated. The main question is whether he realizes his potential, given to him by nature, or not.
• Attitude towards others. It is known that the production process is involved in relationships, and how harmonious they are depends on the coherence of work and the final result. Therefore, it is estimated how responsive, respectful and flexible an individual is in society.
• Attitude towards oneself. Today, the motto "love yourself" does not lose its relevance. After all, a person who cares about his appearance, a healthy lifestyle, not only evokes pleasant emotions, but is also able to attract positive events to himself. That is why a beginner is advised to pay attention to his appearancewhen he is going for an interview.

Characteristic example

Based on the foregoing, we can conclude: everyone is able to make 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. Minus - 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, hardly defend my opinion. I am quite picky about myself, I doubt in many ways, I have several bad habits, but I am trying to get rid of them.

This method helps the individual to overcome psychological barriers, correct their behavior and change many things in their lives for the better. The leader, in turn, often focuses on the psychological portrait of the individual. The writing pattern is usually freeform, but there are large companies that provide a service pattern.

How does the Platonov method work in psychology?

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

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

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

The pedantic personality type is prone to indecision and a constant sense of fear. He is characterized by hesitations and doubts. However - punctuality, prudence and accuracy - are taken as a basis by a specialist and help to offer this type a certain method of resolving the situation.

Two difficult types

Are there any difficulties when a psychological portrait of a person is drawn up? An example of writing according to Platonov shows: yes, this happens. For example, there are 2 types of personality: 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 able not to demonstrate their negative emotions for a long time. “Revenge is a dish served cold” is an expression that perfectly fits the description of their condition. Such individuals are touchy, vindictive. First of all, they are offered programs to get rid of old grievances.

The excitable personality type is manifested in constant discontent and irritability. These negative phenomena lead to the fact that the individual is in conflict with the outside world and with himself. What leads to such a state? The psychologist carefully works with the applicant, trying to collect bit by bit 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, first of all, a psychological portrait is important. famous person, as well as ordinary person, it is impossible to avoid such a characteristic. In this case, the scientist Platonov proposes to consider the intellectuality and orientation of a person.

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

Self-esteem - the basis of the characteristic

Experts pay special attention to the self-esteem of the individual. Many types of social activities put special emphasis on this when they make up a psychological portrait of a person. Example writing: “Korolev Ivan Stepanovich has high mathematical abilities, but low self-esteem. Can he manage the team? Currently, no."

This is not the whole list of issues that Konstantin Platonov touches upon in his writings. The description of a person's personal qualities depends on the circumstances and the field of activity that requests them. As a rule, the psychological portrait is individual and may be confidential.

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Introduction

Psychology ( other Greek shhchyu -- soul; lgpt - knowledge) - academic and applied science of 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 to understand not only the behavior of other people, but also to explain your own. Such knowledge allows you to behave correctly in difficult situations, get out of them, and sometimes bypass 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 features inherent in my character, I draw up my psychological portrait, where I will try to reflect the features of my character and my mental properties.

There are 2 types of mental properties inherent in each person. The first type - those properties that he has from his very birth, individual (such as the properties of the nervous system, body type, temperament type, structure of organic needs). These features, obtained at birth, a person cannot change, but he can learn to use them correctly and live in harmony, having developed his own individual style of activity.

The second type - properties characterizing the social position of the individual, these are properties acquired and changing in the course of a person's life. Such characteristics as his statuses and roles in society, value orientations, motivation of behavior, self-esteem, self-confidence and many other properties formed in the process life path influenced by the social environment.

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

Test (from the English test - test, test) - a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of a test study is to test, diagnose certain psychological characteristics of a person, and its result is a quantitative indicator that is 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 in order to draw up their psychological portraits.

Academician B.G. Ananiev, who created the Leningrad school of psychologists, substantiated that each person has a bright personality that combines his natural and personal characteristics. Through individuality, the originality of the personality, its abilities, and the preferred field of activity are revealed. In individuality, basic and programming properties are distinguished. The basic ones include temperament, character, abilities of a person. It is through the basic properties that the dynamic characteristics of the psyche are revealed (emotionality, reaction rate, 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 upbringing and socialization.

The main driving force behind the development of individuality is its programming properties - orientation, intellect and self-awareness. Individuality has its own inner mental world, self-consciousness and self-regulation of behavior, which are formed and act as organizers of the behavior of the "I".

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

Based on the assessment of personality traits, it is possible to compile her psychological portrait, which includes the following components:

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

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

psychological portrait personality

My psychological profile

Temperament

Watching other people, how they work, study, communicate, experience joys and sorrows, we undoubtedly pay attention to the differences in their behavior. Some are fast, impulsive, mobile, prone to violent emotional reactions, others are slow, calm, imperturbable, with imperceptibly expressed feelings, etc. The reason for such differences lies in the temperament of a person inherent in him from birth.

The founder of the doctrine of temperament is the ancient Greek physician Hippocrates (V-IV century 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 name 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" means dynamic features the human psyche, that is, only the pace, rhythm, intensity of the flow 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, metabolism in the body. Temperamental traits are hereditary, so they are extremely difficult to change. Temperament determines the style of human behavior, the ways that a person uses to organize his activities. Therefore, when studying the traits of temperament, efforts should be directed not to their changes, but to the knowledge of the characteristics of temperament in order to determine the type of human activity.

Types of temperaments:

1. Sanguine is the owner of a strong type of nervous system (that is, nervous processes have strength and duration), 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 had to go through G. Eysenck's questionnaire. After answering the proposed questions, I found out that I have emotional stability and extroversion is characteristic of my temperament type. This means that I am a Sanguine temperament. And indeed, comparing the description of Sanguine, I found all those features inherent in me.

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

And negative: a tendency to arrogance, dispersion, frivolity, superficiality.

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

Character

Character (Greek - “chasing”, “imprint”) is a set of stable individual characteristics of a person that develops and manifests itself in activity and communication, which determines her typical ways of behavior. 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. The character expresses not random, but the most typical, essential features person. In the structure of character, 4 groups of traits are distinguished that express the attitude of the individual to a certain side of activity: to work (for example, industriousness, a penchant for creativity, conscientiousness in work, responsibility, initiative, perseverance and their opposite traits - laziness, a tendency to routine work, irresponsibility , passivity); to other people, a 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 self-criticism associated with it, modesty and the opposite of them - conceit, sometimes turning into vanity, arrogance, touchiness, self-centeredness, 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, greater independence. He is determined and persistent in achieving his goals. The lack of will of 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 possibilities. My character traits:

I am creative, I like to draw; I am initiative and persistent, but, unfortunately, I have periodic bouts of laziness, sometimes I become somewhat infantile and irresponsible, and I am also unable to perform routine, uninteresting work for me for a long time.

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

I have a sense of dignity and a certain pride, nevertheless I am quite modest. But, unfortunately, it is very easy to offend me, 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.

Accent types:

1. Demonstrative type

It is characterized by an increased ability to displace, demonstrative behavior, liveliness, mobility, ease of establishing contacts. He is prone to fantasy, deceit and pretense, aimed at embellishing his person, to adventurism, artistry, 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 unnoticed weighs him down. He demonstrates high adaptability to people, emotional lability (slight mood swings) in the absence of really deep feelings, a tendency to intrigues (with an external softness of the manner of communication). There is boundless egocentrism, a thirst for admiration, sympathy, reverence, surprise. Usually the praise of others in his presence makes him particularly uncomfortable, he can not stand it. The desire of the company is usually associated with the need to feel like a leader, to occupy an exceptional position. Self-esteem is very far from objectivity. It can annoy with its self-confidence and high claims, it systematically provokes conflicts, but at the same time actively defends itself. Possessing a pathological capacity for repression, he can completely forget what he does not want to know about. It unchains him into lies. Usually lies with an innocent face, because what he says is the truth for him at the moment; apparently, he is not internally aware of his lie, or is aware of it very shallowly, without noticeable remorse. Able to captivate others with extraordinary thinking and actions.

2. Stuck type

He is characterized by moderate sociability, tediousness, a tendency to moralize, and taciturnity. Often suffers from imaginary injustice towards him. In this regard, he shows alertness and distrust towards people, is sensitive to insults and disappointments, is vulnerable, suspicious, is distinguished by vindictiveness, experiences what happened for a long time, and is not able to easily move away from insults. He is characterized by arrogance, often acts as the initiator of conflicts. Self-confidence, rigidity of attitudes and views, highly developed ambition often lead to the persistent assertion of his interests, which he defends with particular vigor. He strives to achieve high performance in any business he undertakes, and shows great perseverance in achieving his goals. The main feature is a tendency to affects (truthfulness, resentment, jealousy, suspicion), inertia in the manifestation of affects, in thinking, in motor skills.

3. Pedantic type

It is characterized by rigidity, inertness of mental processes, heaviness to rise, a long experience of traumatic events. Rarely enters into conflicts, acting as a passive rather than an active side. At the same time, it reacts very strongly to any manifestation of a violation of order. In the service, he behaves like a bureaucrat, presenting many formal requirements to others. Punctual, neat, pays special attention to cleanliness and order, scrupulous, conscientious, inclined to strictly follow the plan, unhurried, diligent in performing actions, focused on high quality work and special accuracy, prone to frequent self-checks, doubts about the correctness of the work performed, grumbling, formalism . Willingly yields leadership to other people.

4. Excitable type

Insufficient controllability, weakening of control over drives and urges are combined in people of this type with the power of physiological drives. He is characterized by increased impulsiveness, instinctiveness, rudeness, tediousness, gloom, anger, a tendency to rudeness and scolding, to friction and conflicts, in which he himself is an active, provocative side. Irritable, quick-tempered, often changes jobs, quarrelsome 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, works only as needed, shows the same unwillingness to learn. Indifferent to the future, lives entirely in the present, wanting to extract a lot of entertainment from it. Increased impulsivity or the resulting excitation reaction is extinguished with difficulty and can be dangerous to others. He can be imperious, choosing the weakest for communication.

After passing the Shmishek questionnaire, I found out that I have an excitable type of character accentuation.

In part, I agree with the description of this type, I really am sometimes too impulsive, irritable and quick-tempered. I live in the present, trying to get the maximum pleasure from what is happening to me at the moment. Nevertheless, I believe that I do not have a tendency to rudeness and conflicts, 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 are accuracy, reliability (stability), speed of operation. Ability is measured by solving problems of a certain level of difficulty, resolving situations, etc.

The level of abilities is determined by the degree of resolvability of contradictions between the properties of the individual and the relationship of the individual. The best option is when there is an ability in any field of activity and an interest in doing it.

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

The general ability acts as a socio-psychological basis for the development of special abilities for a certain type of activity: musical, research, teaching, etc.

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

I am lucky that I am quite attentive and collected, and I also have a well-developed creative thinking. Although, perhaps I lack some sense of purpose in the fulfillment of my tasks.

It turns out very well that in my case my ability to create coincides with my interest in this area.

Orientation

The basis of the orientation of the personality is the motivation of its activities, behavior, satisfaction of needs. Orientation is on the task, on communication, on oneself. One person can only satisfy physiological needs and ensure the safety of existence. Others, in addition to these needs, it is very important to meet social needs and needs for self-expression, the realization of creative abilities. The task of the psychologist is to identify the needs, interests, beliefs of each individual and determine the specific direction of her motives.

I try to develop in myself all kinds of directions, but sometimes I focus on one thing, forgetting about others at the same time. 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 the intellect is the ability of a person to identify essential properties in a situation and bring his behavior in line with them. Intelligence is a system of mental processes that ensure the realization of a person's ability to assess the situation, make decisions and, in accordance with this, regulate their behavior.

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

The French psychologist J. Piaget considered one of the most important functions of the intellect to be interaction with environment through adaptation to it, i.e., the ability to navigate the conditions and build one’s behavior accordingly. Adaptation can be of two types: assimilation - adapting the 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 the style of thinking.

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

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

In addition to cognitive, there is professional and social intelligence (the ability to solve problems of interpersonal relations, to find a rational way out of the situation). It should be remembered that intelligence is knowledge 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 a person's intelligence.

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

Emotionality

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

The mind and will to some extent obey us, but emotions always arise and act against our will and desire. They reflect the personal significance and assessment of external and internal situations for human 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. Ashamed, but pretending to be indifferent; it hurts, but it is hidden; offensive, but outwardly only irritation or anger. We can not show our emotions, because of this they do not weaken, but often become even more painful or take a defensive form of aggression. It is simply necessary to manage emotions, firstly, for health, and secondly, out of ambition.

All emotional phenomena are divided into affects, actually emotions, feelings, moods and stressful conditions.

The most powerful emotional reaction is affect. It captures the whole person 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. Properly, emotions are a longer reaction, which arises not only as a reaction to past events, but mainly to those that are supposed or remembered. Emotions reflect the 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 (perhaps imaginary). Moods are long-term emotional states. This is the background against which all other mental processes proceed. The mood reflects the general attitude of accepting or not accepting the world. The prevailing moods in a given person may be related to his temperament. Stress is a non-specific reaction of the body in response to an unexpected and tense situation. This is a physiological reaction, which is expressed in the mobilization of the body's reserve capabilities. The reaction is called non-specific, since it occurs in response to any adverse effect - cold, fatigue, pain, humiliation, etc. Stress management issues are discussed in special literature. There are other emotions that arise during communication.

I consider myself a very emotional and open person and in most situations I openly express my emotions. It is quite difficult for me to hide my feelings from others, whether they are positive emotions or negative ones, one way or another they are reflected on my face. I don’t think it’s very bad, maybe it’s easier to make contact with others. Although communicating with people who are unfavorably inclined 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 human interaction. In communication, all participants in this process are most diversely revealed. 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 (semantic) side of communication. This transmission affects a person's behavior, actions and deeds, the state and organization of his inner world. In general, it is possible to single out informational (obtaining information), cognitive, managing and developing functions of communication, the function of exchanging emotional and mental states in general. Means of communication are verbal (speech in various forms) and non-verbal (pantomime, facial expressions, gestures, etc.).

Types of communication: communication of two (dialogue), communication in a small group, in a large group, with a mass, anonymous communication, intergroup communication. The listed types refer to direct communication.

Communication channels: visual, auditory, tactile (touch), somatosensory (sensations of one's 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, getting into contact, concentration of attention, motivational probing, maintaining attention, argumentation, fixing the result, completion of communication.

It seems to me that I am a sociable person, I need communication with loved ones like air, communicating, I exchange energy with my interlocutor, I get new emotions. I also use non-verbal communication, use 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 communication with a large number of people at the same time.

Self-esteem

On the basis of self-knowledge, a person develops a certain emotional and value attitude towards himself, which is expressed in self-esteem. Self-esteem involves an assessment of one's abilities, psychological qualities and actions, one's life goals and the possibilities of achieving them, as well as one's 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 divided the proposed qualities into 2 columns, in the first - the qualities that my ideal possesses, in the second - the qualities of the anti-ideal. After that, from both columns I singled out the qualities inherent in me. The key to the test is the ratio of the qualities I have 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 features I have chosen:

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 a normal self-esteem, that I adequately assess the strengths and weaknesses of my character, and also try to fight my negative traits ... and I have a lot of them ... I need to become more organized, punctual and more obligatory in fulfillment the promises I made.

Conclusion

I enjoyed writing this term paper, describing my character, passing tests - almost all of their results turned out to be, in my opinion, truthful and truly reflect the main features of my character. But most of all I remember the temperament accentuation test, i.e. to identify overly pronounced individual personality traits. As a result of passing this questionnaire (Schmishek's questionnaire), according to the highest rates 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 penchant for mischief, and a lack of a sense of distance in relations with others. Often spontaneously deviate from the original topic in conversation. Everywhere they make a lot of noise, they love the companies of their peers, they strive to command them. They almost always have a very good mood, good health, high vitality, often blooming appearance, good appetite, healthy sleep, a tendency to 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, enterprising. A strong desire for independence can serve as a source of conflict. They are characterized by outbursts of anger, irritation, especially when they meet with strong opposition, fail. Prone to immoral acts, increased irritability, projectionism. They do not take their duties seriously enough. They hardly endure the conditions of strict discipline, monotonous activity, 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 enthusiasm for others, they are easily delighted with joyful events and in complete despair - from sad ones. They are characterized by high contact, talkativeness, amorousness. Such people often argue, but do not bring matters to open conflicts. In conflict situations, they are both active and passive side. They are attached to friends and relatives, 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 exalted, but its manifestations are not so violent. They are characterized by emotionality, sensitivity, anxiety, talkativeness, fearfulness, deep reactions in the field of subtle feelings. Their most pronounced feature is humanity, empathy for other people or animals, responsiveness, kindness, they rejoice in other people's successes. They are impressionable, tearful, they take any life events more seriously than other people. Teenagers react sharply to scenes from films where someone is in danger, a scene of violence can cause them a strong shock that will not be forgotten for a long time and can disrupt sleep. They rarely come into conflict, they carry grievances in themselves without splashing them out. They are characterized by a heightened sense of duty, diligence. They take care of nature, love to grow plants, take care of animals.

Cyclothymic type

It is characterized by a change in hyperthymic and dysthymic states. They are characterized by frequent periodic mood swings, as well as dependence on external events. Joyful events cause them to have pictures of hyperthymia: a thirst for activity, increased talkativeness, a jump in ideas; sad - depression, slowness of reactions and thinking, their manner of communicating 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, something that was previously given easily, now requires exorbitant efforts. Previously noisy and lively, they become lethargic homebodies, there is a drop in appetite, insomnia or, conversely, drowsiness. They react to comments with irritation, even rudeness and anger, deep down, however, falling into despondency, deep depression, suicidal attempts are not ruled out. They study unevenly, make up for the omissions that have happened with difficulty, give rise to an aversion to classes. In labile cycloids, the phases of mood swings are usually shorter than in typical cycloids. Bad days are marked by more intense bad mood than lethargy. During the recovery period, desires are expressed to have friends, to be in the company. Mood affects self-esteem.

In my opinion, the description of these 4 types most fully reflects almost all of my features.

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 re-checked it with the help of tests and questionnaires. Such a “revision” of my inherent qualities reminded me again of my shortcomings and served as an incentive for a new stage in the fight against them.

On this, I will probably finish compiling my psychological portrait and will continue to work on myself in order to be happy and successful.

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Vyatka State University for the Humanities

Department of Psychology

Psychological and pedagogical characteristics

for a student of 7"B" class

drawn up

Shurakov Alexander Sergeevich

Kirov 2006

I. General information, physical development.

was born on December 4, 1992, age 14 (at the time of writing the characteristics). AT public organizations does not consist. From the age of 3 he attended kindergarten. In 1999 I entered this school. Alexander did not change class.

Alexander is a green-eyed young man with short dark hair, calm, restrained, always neatly dressed. His weight - 42 kg, height - 151 cm, physical development corresponds to chronological age. The boy has III group of health, there are chronic diseases of the spine. He attends physical education classes regularly, but he is recommended to exclude competitions and passing standards.

Note: Read also on our website

"Psychological and pedagogical characteristics of the personality of a schoolchild for ***is C, student 7 "B" "

II. Characteristics of the conditions of family education.

The family in which Alexander lives consists of three people: father - (37 years old), mother - (36 years old) and Alexander himself. The boy's parents do not have higher education.

The family lives in a three-room apartment, Alexander occupies a separate room. The family has an average income.

Consent reigns in the family, there are no antipathies, and conflicts are extremely rare. The boy in the family is loved, trusted, helped in his studies, brought up in him independence and diligence. He feels protected at home, he knows that he will always be listened to, understood and helped in word and deed (Methodology "My relatives").

III. Brief description of the class and the student in it.

Alexander is studying in the 7th "B" class of secondary This class is general education. There are 30 people in the class, 13 of them are boys and 17 are girls. All students are doing well in their subjects. The class is disciplined and friendly. The team has a group of students who take an active part in the life of the class and school.

According to the results of the first quarter, Alexander has 8 triples and 4 fours, i.е. the mark "3" prevails. The boy is quite sociable, but he does not really like to study social activities, rarely acts as an initiator and "leader" - he is more a performer than a leader or generator of ideas (Methodology for studying the communicative and organizational inclinations of high school students). The guys are friendly to him, in the class Alexander has several good, close friends. Alexander takes an example from them, but does not imitate them, but tries to be himself. He communicates with the girls in the class only when necessary and is restrained in conversation with them.

Alexander is very worried about his grades and achieves the necessary results with his work. Relationships with teachers are good. He reacts adequately to comments and criticism, he is not rude.

IV. The orientation of the student's personality.

Alexander has a collectivist orientation. The student's moral convictions (about honesty, justice, adherence to principles, kindness) are developed and formed at a fairly high level. He knows how to behave and never forgets about it.

Among the motives of Alexander's educational activity, broad social motives and content motivation prevail, i.e. the boy studies not only for the sake of the result - preparation for the future profession, he is also interested in the learning process itself, the opportunity to learn something new (Methodology "Motives for learning activities"). In the classroom, the boy works well, knows how to reason, always answers to the point. He does his homework conscientiously, does not allow himself to come unprepared to the lesson. If Alexander has any question, he boldly asks it to understand the material. Shows significant interest in sports, needlework and craftsmanship, various travels (Interest Questionnaire). The boy is hardworking, he does any work in good faith. Due to the type of his temperament (the qualities of a phlegmatic are pronounced), monotonous work can be productively performed for a long time.

V. The level of claims and self-esteem.

The level of claims is quite high. It manifests itself in the goals that Alexander sets for himself and strives to achieve in his studies and in the position that he occupies in the class team.

The boy's self-esteem is adequate, he can realistically assess his strengths and capabilities. He does not seek to blame the people around him for failures, but first tries to analyze the situation. In a conversation, he can defend his point of view, giving the necessary arguments in its defense. He perceives criticism in his address quite calmly, looking for its cause, first of all, in himself.

VI. The level of intellectual development of the student.

The level of formation of general educational skills and abilities is quite high: the boy is able to highlight the main thing, plan his work, work independently with a book, make good reports, read quickly enough and can write at the right pace.

Observations showed that Alexander's attention is relatively stable, the amount of attention is average (Methodology "Attention Volume"). The decrease in the stability of attention is mainly associated with a decrease in the interest of the student. The high speed of switching attention is evidenced by the ease of inclusion in the work at the beginning of the lesson, and the quick switching from one type of activity to another ("Draw triangles" technique).

Alexander is not able to do several things at once (think, write, talk with a neighbor), this affects the quality of his work, i.e. distribution of attention is average.

The degree of development of observation is average, figurative perception prevails (Methodology "Determining the type of perception"). From a conversation with the boy, we can conclude that he does not memorize the material very quickly. Sometimes he learns a poem for the whole evening, but he remembers the material for a long time, and once the learned material is then remembered easily and completely. The results of memorization are most successful when using associations of the "contrast" type (Methodology of "Associations"). The boy is dominated by visual and combined types of memory, the amount of short-term memory is low (Methodology "Short-term memory capacity"), semantic memorization is well developed, this is evidenced by the accurate retelling of educational texts, as well as the use of memorized information in solving problems.

The level of development of logical thinking, as well as mental operations of abstraction and generalization, is average for Alexander (Methods of "Logic" and "Exclusion of concepts"), in addition, the boy finds new ways of solving with difficulty, which indicates rigidity of thinking (Method of Lachins). Alexander's speech is figurative, expressive, he has a fairly large vocabulary (Methodology "Selection of words - antonyms").

VII. Peculiarities emotional sphere schoolboy.

Alexander's mood is most often cheerful, cheerful, cheerful. He is very rare, irritable and pessimistic. A sharp change of mood is not typical for him. The boy is not so easy to surprise, please, offend, which indicates an average emotional excitability. In any situation, he is restrained, trying not to throw out his negative emotions on others. Depression is a common response to a stressful situation.

VIII. Features of strong-willed character traits, temperament.

In achieving goals, Alexander is purposeful, resolute, but restrained, tries to do everything on his own, is organized and persistent in his work.

Alexander has moderately expressed qualities of choleric and sanguine, pronounced qualities of a phlegmatic person and weakly expressed qualities of a melancholic (Determination of temperament by self-assessment method).

After analyzing the results of the study, we can conclude that, as a personality, Alexander develops correctly, both physically and mentally. For further successful comprehensive development of the personality, he needs to be more critical of himself and others, be the initiator of some public affairs, and not be afraid to take responsibility.

It is very good that in Alexander parents bring up independence, determination and other strong-willed qualities, but it is bad that they protect him from life's problems. Children like Alexander need to have individual conversations about our Everyday life and the people who surround us. In addition, it is necessary to pay attention to the intellectual development of the boy.