Determination of the level of comfort of the child in the family. Questionnaire for parents Purpose: to determine the level of comfort of the child in the family

Comments:

In family psychology / psychotherapy, harmonious, healthy families are usually called functional, disharmonious - dysfunctional. According to D. Olson's diagnostic model, which includes 2 criteria - cohesion and flexibility, 16 types of family systems can be distinguished. Of these, 4 are balanced or functional, 8 are moderately balanced or semi-functional, and 4 extreme types are unbalanced or dysfunctional.

If the test reveals that your family is functional, then you can rejoice and continue to build a happy relationship. If the test shows that your family is not functional and / or your ideal family model differs from the functional model, then it is important to find the strength and opportunity to work on ways of family interaction, family rules. good help a family psychologist / psychotherapist can help you with this, because just as we cannot be absolutely independent in the prevention and treatment of teeth, we cannot always independently cope with our psyche in interaction with other people.

If you don't have your own family yet, ie. marriage, it is useful to answer the questions with the family of origin in mind. This will help you realize what kind of family model your unconscious “strives” to transfer to future life, even if you yourself consciously do not want it. Thus, we can say that the first test for you is about unconscious desires, and the second is about conscious desires.

We wish you sincerity in your answers, as there is no point in deceiving yourself!

Questionnaire form:

FULL NAME._______________________________________

Age__________ Date____________________________

Read the statements in the table and evaluate the answers provided.

Usually in our family:

Statement	1. Almost never	2. rarely	3. sometimes	4. often	5. almost always
1. Our family members turn to each other for help.
2. When solving problems, the suggestions of the child are taken into account
3. We approve of friends of other family members.
4. When establishing rules of conduct, the opinion of the child is taken into account
5. We like to do things as a family.
6. In our family, the leader (i.e. main man) can change
7. Our family members are closer to each other than with strangers
8. Ways of doing various things in our family may change
9. Our family members love to spend their free time. time together
10. Punishments are discussed by parents together with children
11. Our family members feel that we are very people close to each other

13. When the family gets together somewhere, no one it doesn't let us through

15. It is easy for us to imagine where we can go with the whole family
16. Household duties can be transferred from one family member to another


19. Unity is very important for our family
20. We always know what duties are at home household assigned to each member of the family

Now please describe the nicest family you dream of.

Statement	1. Almost never	2. rarely	3. sometimes	4. often	5. almost always
1. Members of our family turn to each other for help
2. When solving problems, the suggestions of the child are taken into account
3. We welcome friends of other family members
4. When establishing rules of conduct, the opinion of the child is taken into account
5. We like to do something with the whole family
6. In our family, the leader (i.e. the main person can change)
7. Our family members are closer to each other than to strangers.
8. The way our family does things can change
9.Our family members love to spend free time together
10. Punishments are discussed by parents with children
11. Our family members feel that we are very close people to each other.
12. In our family, children can make independent decisions
13. When the family gets together somewhere, none of us misses it.
14. Rules in our family can change
15. It’s easy for us to imagine where the whole family can go
16. Household duties can be transferred from one family member to another
17. We consult with each other when making decisions.
18. We know exactly who is the most important in our family
18. Unity is very important for our family
20. We always know what duties in the household are assigned to each family member

With the introduction of the Federal State Educational Standard, some provisions of the certification of teachers have changed. There was a need to present documented results of determining the level of psychological comfort of children's stay in kindergarten groups. To help teachers and psychologists of preschool educational institutions, we offer material that includes an analysis of the results of observations; a list of methods and techniques of work in different age groups; questionnaire for parents; characteristics of the pupils of the group; sample certificate of the level of psychological comfort.

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Analysis of the results of the examination of the level of psychological comfort

(based on the observation method of Smirnova E.O.)

Observation parameters	Amount of children, %		Survey results (qualitative analysis)
	October	April	October	April
I. Initiative
The child is very rarely active and prefers to follow other children, wait for instructions from adults, play alone, or passively follow others (0 points)
The child often takes the initiative, but he is not persistent (1 point)
The child actively involves other children in his actions.and offers various options for interaction, and adults - to evaluate these actions (2 points)
II. Sensitivity
The child only rarely reacts to the actions of peers and the suggestions of adults, preferring individual play (0 points)
The child does not always respond to the suggestions of peers, but with pleasure fulfills the instructions of adults (1 point)
The child responds with pleasure to the initiative of peers, actively picks up their ideas and actions, helps adults (2 points)
III. The prevailing emotional background
Negative: naughty, refuses food, games, activities, etc. for a long time (0 points)
Neutral business: the child is calm, active, executive (1 point)
Positive: the child is cheerful, energetic, initiative (2 points)

The results of the survey of the level of psychological comfort

Period of examination:________ Age of children:______ Educators:____________________________

	Surname, name of the child	General assessment of the psychological comfort of the child






























Evaluation of the parameters of psychological comfort in the group

Increasing the level of psychological comfort:

Age group	Areas of work	Used methods and techniques	Monitoring activities	Survey results
				October	April
First and second youngest average	Formation and development confidence in the world, confidence in oneself and one's abilities, a friendly attitude towards people, general vital activity.	Creating comfort, coziness and a calm, friendly atmosphere. "Morning of joyful meetings" - surprise moments, use of noise toys, relaxation games, listening to children's songs and classical music, audio and video fairy tales. Games for the development of fine motor skills. The use of nursery rhymes, jokes, counting rhymes and other forms of folklore at different regime moments.	Observations during the day and individual regime moments (Smirnova E.O., Kholmogorova V.M.). Questionnaire for teachers (Kolomensky Ya.L., Panko E.A., Belous A.N.) Methodology "Engine" (Velieva S.V.)
Senior and preparatory			Questionnaire "Emotional well-being in kindergarten» (Babanova A.A.) Test "I'm in kindergarten" (Bykova M., Aromshtam M.)

QUESTIONNAIRE

Dear parents! We are constantly striving to improve the work of our baby fat. To do this, we ask you to answer these questions by marking the appropriate answer option or adding your own option.

2. How satisfied are you with the work of the group?
The quality of education The attitude of teachers towards children Order, requirements, discipline		Group interior design Comfortable friendly environment
3. What family traditions do you follow?
Family members' birthdays Visiting cinemas, theaters, museums, etc. religious rites Holidays ( New Year, March 8, May 9, etc.) Family Day		professional holidays Issue of the family newspaper Making photo albums Sunday family lunches (dinners) Holding family councils Other ______________________
4. What hobbies do your family members have that you connect your child to?
Sport Fishing Pets Chess Needlework		Music making (singing) Collecting Reading Composition of poems (stories, fairy tales) Other __________________________
5. What does your child “bring” from kindergarten?
New knowledge and skills Ability to see beauty Communication culture Interest in knowledge Desire to go to school Attention to loved ones Fear of adults foul language		Disobedience Nervousness Independence Fatigue Excitation Reluctance to go to children. garden Coarseness Other _________________________
6. The child is more willing to play
with peers with younger children with seniors		with children of the same gender with children of the opposite sex
7. What is the easiest way to soothe your child?
gifts, treats persuasion, kindness praise		punishment a promise to fulfill his wish
8. Do you often tell your child that he is a hero, a hero, a handsome man, a talent?
Often Rarely		I don't think it's necessary to exaggerate
9. What do you usually do if a child misbehaves?
We punish the child (emphasize how):
We put in a corner spanking belt Deprivation of pleasures (sweets, m / f, walks, computer, etc.) Limited communication (we don't talk) Threats (I will leave you, I will not love, etc.)
We have a moral conversation
Discussing misbehavior (without the participation of the child) with family members
We show a personal example of behavior in a similar situation
We discuss the actions of the heroes of suitable fairy tales, cartoons
Leave the situation unattended - it will resolve itself over time
We blame other participants in the conflict (children, caregivers, relatives ...)
10. Do you often joke or laugh in your family?
Often Rarely

No reason to have fun

THANK YOU FOR YOUR COOPERATION!

MAIN CHARACTERISTICS OF PUPILS OF GROUP No. ____

20___

Brief characteristics	Who do they belong to	Reasons and possible causes for the manifestation of character traits
The level of development is above the age norm
There is a lag in development (and in what exactly)
Children are often aggressive
Children are often whiny, anxious
Do not comply with the requirements of educators
Slow children
mobile children
Popular children (in communication with peers)
Unpopular kids
Other characteristics

Anxiety

(based on the technique of "Anxiety Scale" by J. Taylor)

1. Can work for a long time without getting tired. 7. Gets upset for any reason.

2. Always self-confident. 8. Wary of people.

3. Waiting makes him nervous. 9. Avoids conflict.

4. The mood is usually upbeat. 10. Often lacks self-confidence.

5. Not too shy. 11. It can be difficult to focus on a task.

6. Often tense. 12. It can be difficult to sit in one place.

	Surname, name of the child	QUESTIONS	Total (by key)	Notes
















16
17
18
19
20
21
22
23

Key:1 point for the answer "yes" to questions 3, 6 - 12 and for the answer "no" to questions 1, 2, 4, 5.

High level of anxiety - 7 - 12 points; average level- 4 - 6 points; low - 1 - 3.

REFERENCE(sample)

about the level of psychological comfort of the stay of pupils

in group No. ___ Preschool educational institution No. _____ of Kurgan

Educators: _____________________________________________________

20__-20__ academic year

The assessment of the psychological comfort of the stay of pupils in the group was carried out on the basis of comparative analysis observations of educators, the results of a survey of parents and materials of selective psychological research using methods _______________________________

______________________________________________________________

(data attached).

Conclusions:

The results of all the conducted studies show a positive trend in the psycho-emotional state of the pupils of the group - __________________________________(quantitative indicators of studies).
Low performance at the beginning of the school year is explained by _____________(features of adaptation, new conditions in the formation of specialized or consolidated groups, change of educators, manifestation of an age crisis, etc.).
Positive dynamics is the result of the active use by teachers of the group _____________________________(methods and techniques used in a particular age group, pedagogical findings of educators, work with parents, etc.).

Date: __________ Teacher-psychologist of preschool educational institution: _______________

Questionnaire for parents

Target: determining the level of comfort of the child in the family.

Instruction:

When answering questions, you have the right to choose one priority quality.

What do you think your child expects from the family in which he lives?

a) Good organization of life;

b) Joy of communication;

c) Peace and security;

What worries you most about your family?

a) Children's health;

b) Good study;

c) labor participation of children in family life;

Is your child alone in the family?

a) yes; b) no; c) don't know

Do you think your child will want his future family to be like yours?

a) yes; b) no; c) don't know

Which of the following life attitudes is, in your opinion, the most significant for a child?

a) be financially secure

b) meet love

c) have many friends

d) Realize your intellectual capabilities

Is your child familiar with those moral and material problems

a) yes; b) no

Does your child have secrets from his family?

a) yes; b) no

8. What is an evening at home for your child

a) Joy of communication

b) Being yourself

c) Torment and torture

Questionnaire for students

Target: determining the comfort of the child in the family.

Instruction: Answering the questions, you can choose one of the selected exercises.

What would you like to receive from your family in which you live

a) good organization life;

b) The joy of communication;

c) Peace and security

Are you alone in your family?

a) yes; b) no; c) don't know

Do you want your future family to be like your current family?

a) yes; b) no; c) don't know

What do you think your parents care about the most in family life?

a) Children's health;

b) Good study of children;

in) labor participation child in family life;

d) The mood of children and the reasons for its changes;

Which of the following attitudes in life is, in your opinion, the most significant for you?

a) be financially secure;

b) meet love;

c) have many friends;

d) Realize their intellectual capabilities;

Do you have secrets from your family?

a) yes; b) no; c) I don't know

What is an evening at home for you?

a) Joy of communication;

b) The ability to be yourself;

c) Torment and torture;

Are you familiar with the moral and material problems in your family?

a) yes; b) no

I. Attitude towards material and spiritual values

Peace on earth
fire man
Motherland
Father's house
Surrounding nature
friendship of Peoples
Patriotism
Folk culture.
Russian classical literature

Emphasize interethnic cultural values - architecture,
painting, poetry, prose, music, etc./
Books by foreign authors
Education
The science
Society History
A family
Religion
Interesting job
Labor as creativity
Labor for personal goals
humanism of human relations
Justice
Equal rights for people of all nationalities
Honor and dignity of the individual
Money
Material well-being
Market relations
Business
Career
Love
Friendship
Moral responsibility for one's behavior
Moral freedom to choose life goals.

P. The range of students' interests in society and world problems.

What is your attitude to the economic reforms carried out in the country. Do you think that the social protection of young people has increased?

31. Yes 32. No 33. Difficult to answer

Do you think that these processes have changed the position of young people in society?

R better side. 36. Nothing has changed.
For the worse, 37. Difficult to answer.

Do you think that economic reforms open up more opportunities for your creative development?

Yes, I think so.
To some extent, yes.
No. I don't think.
I find it difficult to answer.

What is your attitude towards environmental issues?

I want to participate in environmental activities.
I don't see the point.
I'm not ready for this, but I understand the importance of this problem.

Problems of scientific and technological progress and human rights.

Scientific and technological progress improves human life.
No, it doesn't improve.
Brings in a lot of controversy.
Something else

Space and its use for peaceful purposes.

Yes, research is needed.
Additional funds are needed.
I don't see the point.
Something else

Disarmament Politics: A Dialogue Between States.

Yes, disarmament is necessary.
Partially.
No, disarmament.
Can not answer.

Regional conflicts (Chechnya, Tajikistan, etc.)

We need a negotiated peace.
Withdraw troops. Russia from the republics.
Leave the national republics to solve their own problems.
Other opinions

(write) ___________________________________________

Sh. What, in your opinion, are the positive features of modern youth in comparison with their peers of the 70s?

Young people are more knowledgeable, intellectually developed.
Strives for scientific knowledge.
Young people are more socially active.
Strives to develop personal ideological and moral views and ideals.
Young people are actively striving for self-expression and self-realization.
Young people are more interested in music.
More addicted certain types sports.
Modern youth is fond of technical creativity.
Interested in politics.
(Not really)

What, in your opinion, weak sides most of today's youth?

The desire to continue education has become weaker.
Worse attitude towards learning.
Attitude to labor activity became significantly worse.
The social activity of the majority of young people acquires spontaneous and
always socially justified forms.
There is apathy.
A significant part of the youth is characterized by lack of spirituality.
Attitudes towards sports and art have become consumer rather than creative (not
play football, but watch it, not delve into the content, but have fun, etc.).
Attitude towards elders became disrespectful.
An increase in the number of young people committing illegal
actions.
Something

How prepared are you after graduation?(mark with + or -)

Strong Moderate Weak Don't know

work in the national economy
Constantly improve your
educational level
treat in good faith
any job
Fight all manifestations
mismanagement

relationship to public

property

84. Always behave in

Compliance with universal moral principles

Boldly, regardless of faces,
oppose all shortcomings
tatkov and mistakes
Participate in public
work

What activities are of interest to you personally?(multiple answers possible)

87. Participation in the work of youth organizations (if possible, indicate in which)

Participation in labor socially useful activities.
Participation in the work of cooperatives.
Ecological activity.
Physical culture and sports, tourism.
Visiting theaters, cinemas, exhibitions, museums, creative activities.
Participation in solemn meetings, thematic evenings.
Participation in rallies and demonstrations.
Participation in the work of discussion political clubs.
Reading and discussion of current journalistic materials.
Viewing youth TV programs.
Evenings of rest, discos.
What else?

From what sources do you most often get information about events in

country and abroad

From radio broadcasts.
From television programs (specify "from which")

From political information and lessons at school.
From conversations with friends.
From family conversations.
From newspapers and magazines.
From other sources

(specify) __________________________________________

What are you most interested in from the information you receive?

Political events in the country.
Economic problems.
Social life society.
ON. Stories about working people.

Tales of the heroes of the Great Patriotic War.
Stories about prominent freedom fighters, etc.
moral issues,
Materials about life abroad.
Cultural events (cinema, theater, art, music)
(underline).
Sports reviews.
Something else
(specify)
Name 5-6 names of public figures who are the most important for you.
authoritative

Which of the following goals are important to you and to what extent?(mark with + or -)

Strong B Medium Weak Don't know

degree degree degree

Work for the good of the Motherland
Material
well-being
The urge to bring
people benefit
carefree life
high respect
surrounding
Other purposes (what -
add yourself)

In what areas is it necessary to provide all citizens social rights and

freedom?

In labor.
in free education.
In free medical care.
In teaching in one's own language.
in the development of national culture.
Providing communal apartments.
What else

(add)

What is your attitude towards art?

How many times during the year did you visit the drama, opera
theatres, concerts, museums?
Name the last performance, film, concert, TV and
broadcasts)", its authors, performers, content.
What type of art do you like more than others?
Write the names of the three performances you like the most,
works, paintings, artists, sculptures, architecture (domestic and
foreign).

136. Give examples of works of art you didn't like and explain why.

137. Name the works of art that caused you active rejection. Motivate your grades.

What components of works of art are the most emotional
You perceive: the development of the plot, the ideological content, the author's thought,
the inner world of the characters?
How and to what extent art helps you in socially useful work,
creativity, in leisure activities, in studies?
What are you looking for in art? Human science, moral and aesthetic
ideals, entertainment, enrichment of the spiritual world, social evaluation
reality.
Which of the heroes of the works - past and present - do you consider for
yourself as a model?
What types and genres of art most actively influence you in the process
development of views, beliefs, tastes and qualities of preferences in life and
communication?
What is the influence of art in your life?
What contributes or hinders the satisfaction of the need for art?

QUESTIONNAIRE

P. Understanding patriotism, citizenship

Assimilation of the native language, love for the native speech
Nationality as a historically established community of language,
culture of the people, etc.
Knowledge of national culture (underline the most important for
You):

literature

Painting

Architecture

Cinematography

monuments

Dr. constituents of culture

4. Love for the Fatherland

(add your understanding)

Respect for native nature
Participation in the protection and revival
Respect for veterans of the Patriotic War Yes No
Willingness to defend the independence of the Motherland Yes No
Positive and valuable attitude to the history of the country Yes No
Respect for the traditions, culture, customs of the people

10. Moral and aesthetic ideals of the people, embodied in
art, incl. legends, proverbs, sayings, etc.
(underline or complete your understanding)

The relationship of national culture with other national
cultures (literature of national writers of Russia/world
art culture)
Citizenship (your understanding):
developed sense of duty

willingness to work for the good of the motherland

Restoration of material values

Restoration of spiritual values

The desire to create a good family

Responsibility for children

(underline the necessary concepts or add something else)

13. Are patriotism, citizenship reflected:

In extracurricular activities Yes No

(fill in, underline: clubs, circles, tourist and local history expeditions, amateur children's and youth organizations, which ones?) in works of art with which you are familiar (name

Some of them)

In television radio broadcasts

14. If you had the opportunity to travel to another country, how would

Did you get in?

I would leave forever

I would like to live and work at home

Would go as a tourist

Would get a business trip for temporary work

I would conclude a contract in my specialty for a certain period and return to

Homeland (underline or mark with + or -)

Note: You can emphasize not one, but several concepts, circle, add your own, important only for you, offer something for essays, for discussions.

Methodology for studying student satisfaction with school life.

Students are invited to rate them according to the proposed statements on the following scale:

4 - totally agree

3 - agree

2 - hard to say

1 - disagree

0 - totally disagree

I go to school in the morning with joy
I'm usually in a good mood at school
We have a good class teacher in our class.
you can turn to our school teachers for advice and help in a difficult life situation
I have a favorite teacher
in class I can always express my opinion freely
I believe that our school has all the conditions for the development of many abilities
I have favorite school subjects
I believe that the school really prepares me for an independent life
during the summer holidays I miss school

Treatment:

An indicator of student satisfaction with school life "y" is a private department total amount points of answers of all students to the total number of answers. If "y" is more than 3, then we can state a high degree of satisfaction, if "y" is more than 2, but less than 3, then this corresponds to an average and low degree of student satisfaction with school life.

Studies of student satisfaction with school life made it possible to identify those factors of school life that favorably affect the emotional and motivational sphere of students and stimulate their cognitive activity.

So in April 2004, a survey was conducted among students in grades 5-9 (see Ex. 5 “Methodology for studying student satisfaction with school life”). For this purpose, 450 students were interviewed.

72% of students were completely satisfied with school life. Moreover, the main factors contributing to positive attitude to school, 22% of students noted the factor of having a good class in the classroom. class teacher and beloved teacher. For 19% of students, the school has all the conditions for the development of many abilities. 21% of students believe that the school really prepares them for an independent life, and 10% of respondents have favorite school subjects. 24% of students had an average degree of satisfaction with school life. And 4% - low. Among students with a low degree of satisfaction with school life, there were children with school maladaptation and a sharply reduced motivation for learning. These students were included in psycho-correctional groups and attend developmental and remedial classes with a psychologist.

Questionnaire “Scale of family adaptation and cohesion” (FACES-3)

The Family Adaptation and Cohesion Scale (FACES-3) is one of the most well-known standardized questionnaires designed to assess family structure. The authors of this questionnaire are D. X. Olson, J. Portner and I. Lavie.

The method was adapted in 1986 by M. Perret (Eidemiller E. G., Dobryakov I. V., Nikolskaya I. M., 2003). In Russia, the technique was used by N. F. Mikhailova in the study of 70 families of healthy and neurotic patients and in the study by M. Yu. Gorodnova and S. B. Vaisov of 90 families of adolescents with heroin addiction (Systemic Family Psychotherapy, 2002).

The creation of the methodology is based on the “circular model” (“circular model”) of D. X. Olson. This model includes three important parameters of family behavior: cohesion, adaptation and communication. FACES-3 is the third version of the FACES series of scales, designed to assess the two main dimensions of family structure, represented graphically in the “circular model”, family cohesion and family adaptation.

Family cohesion - this is the degree of emotional connection between family members: at the maximum severity of this connection, they are emotionally interdependent, at the minimum they are autonomous and distanced from each other. The following indicators are used to diagnose family cohesion: “emotional connection”, “family boundaries”, “decision making”, “time”, “friends”, “interests and leisure”.

Family adaptation- a characteristic of how flexible or, conversely, how rigidly the family system is able to adapt, change when exposed to stressors. The following parameters are used to diagnose adaptation: “leadership”, “control”, “discipline”, “rules and roles in the family” (see Table 4).

In the "circular model" one distinguishes four levels of family cohesion- from extremely low to extremely high. They received the following names: disunited, divided, connected and linked. Diagnose similarly four levels of family adaptation: rigid, structured, flexible and chaotic.

The authors of this questionnaire identify moderate (balanced) and extreme (extreme) levels of family cohesion and adaptation and believe that it is balanced levels that are an indicator of the success of the system. For family cohesion, such levels are divided and connected, for family adaptation - structured and flexible. Extreme levels are usually seen as problematic, leading to dysfunction of the family system.

By combining four levels of cohesion and four levels of adaptation, it is possible to determine 16 types of family systems, 4 of which are moderate at both levels and are called balanced, 4 are extreme, or unbalanced, since they have extreme indicators at both levels. Eight other types are average (average balanced), since one of the parameters refers to extreme, and the other to balanced levels (see Fig. 1).

The questionnaire is designed in such a way that allows you to analyze how family members currently perceive their family and how they would like to see it. The discrepancy between perception and ideal determines the degree of satisfaction with the existing family system. The “ideal” provides information about the direction and extent of changes in family functioning that each of the participants in the study would like to implement. The greater the discrepancy between ideal and perception, the greater the dissatisfaction with the existing family system.

Before starting work with this technique, it is necessary to create an atmosphere of trust between the researcher and survey participants. Everyone receives a form with the text of the statements, then it is checked how the participants understood the instructions, the necessary explanations are given. In the course of working with the questionnaire, the subject may have clarifying questions, for which explanations are given. If several family members fill out the questionnaire at the same time, then observing their interaction will give the psychotherapist additional information about communication in this system, the ability to track behavior patterns. In this case, it is better to refuse explanatory answers, leaving the decision for family members. When working in a group, all explanations are given before filling out the questionnaire.

The questionnaire can be completed by all family members, including teenagers over 12 years old. Ideally, it should be applied to all family members who are able to fill out the questionnaire, which will help to comprehensively assess the characteristics of their communication.

Description of the technique

The methodology consists of a list of statements (from 1 to 20). The subject's task is to rate each statement twice in terms of its severity, using a five-point scale:

almost never - 1,

from time to time - 3,

almost always 5.

In the first case, the task of the subject is to evaluate the real family functioning, in the second - the ideal, that is, the way one would like to see it.

1. Determining the type of family structure. During processing, the number of points obtained by summing up even and odd statements is calculated. The number of points obtained by summing odd points determines the level of family cohesion, even points - the level of family adaptation. The type of family system is determined by two parameters - total scores on scales of cohesion and family adaptation in accordance with the norms of assessments standardized on different samples (see Table 5).

2. Determining the level of satisfaction with family life. The difference between ideal and real scores on two scales (cohesion and adaptation) determines the degree of satisfaction of the subject with family life. Currently, there are no empirical norms for determining the assessment of the discrepancy between the ideal and the perceived. A high discrepancy score indicates low marital satisfaction. The discrepancy must be calculated for each individual in terms of cohesion and adaptation, and a total score can be obtained by adding these two scores. The inverse dependence of the obtained results is an assessment of family satisfaction.

Full name ________________________________________________________

Age ___________

Research Date;_

Instruction

Option A. Describe your real family (spouses and children). Read the following statements and rate them using the scale provided.

Questionnaire form

Statement	Almost never	occasionally	almost always
1. Our family members turn to each other for help.
2. When solving problems, children's suggestions are taken into account
3. We approve of friends of other family members.
4. Children choose their own form of behavior
5. We prefer to communicate only in a narrow family circle.
6. Each member of our family can be a leader
7. Our family members are closer to strangers than to each other.
8. Our family is changing the way we do our daily activities.
9. We like to spend our free time together
10. Punishments are discussed by parents and children together.
11. Our family members feel very close to each other.
12. In our family, most decisions are made by parents.
13. Most family members are present at family events.
14. The rules in our family are changing.
15. We find it hard to imagine what we could do as a family.
16. Household duties can be transferred from one family member to another.

18. It's hard to say who is the leader in our family.
19. Unity is very important for our family
20. It is difficult to say what household duties each member of the family performs.

The extended capabilities of the methodology include studies of a more specific level, namely, diagnostic parameters of cohesion and adaptation scales (Table 4).

Table 4

Estimation of parameters of the FACES-3 scale

Diagnostic Options	No. of statements
emotional connection		family cohesion
family boundaries
Making decisions


Interests and recreation
Leadership		Family adaptation
Control
Discipline

Specific results of the study may be useful in providing psychological assistance to families in crisis, in putting forward hypotheses and determining directions for further work. As part of the psychoprophylaxis of family disorders, such a technique helps to quickly identify families at risk and develop specific methods of psychocorrective work.

The risk group, in our opinion, will primarily be families with a rigid structure that does not allow them to quickly adapt to changing conditions and emerging stresses in family life, which, in turn, prevents the transition to family development tasks that characterize new stage family life cycle. Such a structure makes it difficult to live through crisis periods and move the family through the stages of the life cycle. This group will also include families whose structure is chaotic and unbalanced, which indicates that the family is in a crisis situation (for example, due to the birth of a child, divorce, loss of income sources, change of residence and other abnormal stressors). The family can stay in this state for as long as it needs to adapt to a crisis situation. This state becomes problematic when the system is stuck in a state of chaos for a long time.

Table 5

Grading norms and averages for FACES-3

(Scale of family adaptation and cohesion)

Main parameters	Family groups
	Mature couples	Families with teenagers	Young married couples

Cohesion
Adaptation
Cohesion

Disunited
Divided
Connected
linked
Adaptation

Rigid
Structural

Chaotic

Note. X - averages; SD - standard deviations from the mean.

Interpretation and discussion of the obtained results with family members allows increasing their motivation for family psychotherapy, attending training groups, and individual work. A “visual” demonstration, confirming the presence of violations in the family system, makes it possible to share responsibility for the effectiveness of corrective measures between all family members and the psychologist.

The scale can also serve as a tool to measure the effectiveness of the work carried out with the family. Changes in the type of family functioning (transition to a more balanced state) and a decrease in the level of dissatisfaction with family functioning indicate that the family has acquired the ability to adequately communicate and more effectively overcome stress (crisis state).

Questionnaire "Role expectations and claims in marriage" (ROP)

The methodology is aimed at studying the spouses' ideas about the importance of sexual relations in family life, the personal community of a husband and wife, parental responsibilities, the professional interests of each of the spouses, household services, moral and emotional support, and the external attractiveness of a partner. These indicators, reflecting the main functions of the family, make up the scale of family values (FSC). In addition, this technique makes it possible to clarify the spouses' ideas about the desired distribution of roles between husband and wife in the implementation of family functions, united by the scale of role expectations and claims (SHROP). The results of this technique testify to the hierarchy of family values of the spouses, which makes it possible to draw a conclusion about the socio-psychological compatibility of the spouses in the family.

Diagnostics of socio-psychological marital compatibility, including using the questionnaire "Role Expectations and Claims in Marriage", is of particular relevance during any crisis period, the content of which is the role restructuring of a married couple.

Description of the technique

The methodology contains 36 statements in each version (male and female) and consists of 7 scales.

Spouses are invited to independently familiarize themselves with a set of statements corresponding to their gender, and express their attitude to each statement using the following answer options: “I completely agree”, “In general, this is true”, “This is not entirely true”, “This is not true”.

Instruction: “Before you are a series of statements that relate to marriage, family, relations between husband and wife. Read the statements of the text carefully and evaluate the degree of your agreement or disagreement with them. You are offered 4 response options, expressing one or another degree of agreement or disagreement with the statement, namely: “I completely agree”, “In general, this is true”, “This is not entirely true”, “This is not true”. When choosing an answer for each of the statements, try to convey your personal opinion as accurately as possible, and not what is accepted among your relatives and friends. Record your answers on the special form.

Questionnaire text

(Female version)

5. A husband is a friend who shares my interests, opinions, hobbies.

6. A husband is, first of all, a friend with whom you can talk about your business.

8. A husband should do housework on an equal footing with his wife.

9. A husband should be able to serve himself, and not wait for his wife to take care of him.

10. A husband should take care of children no less than a wife.

11. I would like my husband to love children.

12. I judge a man by whether he is a good or bad father to his children.

13. I like energetic, businesslike men.

14. I really appreciate men who are seriously passionate about their work.

15. It is very important for me how my husband's business and professional qualities are evaluated at work.

16. A husband should be able to create a warm, trusting atmosphere in the family.

17. For me, the main thing is that my husband understands me well and accepts me for who I am.

18. A husband is, first of all, a friend who is attentive and caring to my feelings, mood, state.

19. I like it when my husband is beautifully and fashionably dressed.

20. I like prominent, tall men.

21. A man should look so that he was pleasant to look at.

23. I always know what to buy for my family.

24. I collect helpful tips hostess: how to cook delicious meals, preserve vegetables, fruits.

25. The main role in the upbringing of the child is always played by the mother.

26. I am not afraid of the difficulties associated with the birth and upbringing of a child.

27. I love children and enjoy working with them.

35. I love beautiful clothes, wear jewelry, use cosmetics.

36. I attach great importance to its appearance.

Questionnaire text

(male version)

1. The mood and well-being of a person depends on the satisfaction of his sexual needs.

2. Happiness in marriage depends on the sexual harmony of the spouses.

3. Sexual relations are the main thing in the relationship between husband and wife.

4. The main thing in marriage is that the husband and wife have many common interests.

5. A wife is a friend who shares my interests, opinions, hobbies.

6. A wife is, first of all, a friend with whom you can talk about your business.

8. A woman loses a lot in my eyes if she is a bad housewife.

9. A woman can be proud of herself if she is a good housewife.

10. I would like my wife to love children and be a good mother to them.

11. A woman who is burdened by motherhood is an inferior woman.

12. For me, the main thing in a woman is that she be a good mother to my children.

13. I like business and energetic women.

14. I really appreciate women who are seriously passionate about their work.

15. It is very important for me how the business and professional qualities of my wife are evaluated at work.

16. The wife must, above all, create and maintain a warm, trusting atmosphere.

17. For me, the main thing is that my wife understands me well and accepts me the way I am.

18. A wife is, first of all, a friend who is attentive and caring to my feelings, mood, state.

19. I like it when my wife is beautifully and fashionably dressed.

20. I really appreciate women who know how to dress beautifully.

21. A woman should look so that they pay attention to her.

22. I always know what to buy for our house.

23. I love doing household chores.

24. I can repair and furnish an apartment, fix household appliances.

25. Children love to play with me, willingly communicate, go into my arms.

26. I love children very much and know how to deal with them.

27. I would accept Active participation in raising your child, even if my wife and I decide to separate.

28. I strive to achieve my place in life.

29. I want to become a good specialist your business.

30. I am proud when I am entrusted with difficult and responsible work.

31. Relatives and friends often turn to me for advice, help and support.

32. People around me often trust me with their troubles.

33. I always sincerely and with a sense of compassion console and take care of people in need.

34. My mood largely depends on how I look.

35. I try to wear the clothes that suit me.

36. I am picky about the cut of the suit, the style of the shirt, the color of the tie.

Processing and interpretation of results

After the spouses have completed the task, the answers of the husband and wife are recorded in the table “Consultation study of family values” (see Table 7).

Table 7

Family Values Consulting Study

Family values scale	Approval No.	Approval No.	General indicator (in points)
Intimate sexy



Personal identification with spouse



Household	expectations	Claims




Parent-educational



Social activity







External attractiveness

The answers to the proposed statements testify to the severity of the seven basic family values in the spouses. Accordingly, the scores for each scale of family values are summarized separately. For the first two scales, these results are final and are transferred to the last column of the table. The final scores of the remaining five scales are calculated as a half-sum of scores on the subscales “role expectations” (setting the husband and wife to actively fulfill their partner’s family responsibilities) and “role claims” (personal readiness of each partner to fulfill family roles). Answers are scored as follows:

□ “Fully agree” answer - 3 points;

□ the answer “In general, this is true” - 2 points; О the answer “This is not quite so” - 1 point; The answer "That's not true" - 0 points.

Thus, the minimum total score on the scale is 0 points, the maximum total score on the scale is 9 points. Relationship rating scale is represented by three categories:

low scores on a scale - 0-3 points;

average marks on the scale - 4-6 points;

high scores on a scale - 7-9 points.

Characteristics of scales of family values

1. Intimate Sexual Scale(statements No. 1-3) - a scale of the significance of sexual relations in marriage. High scores on the scale mean that the spouse considers sexual harmony an important condition for marital happiness, the attitude towards the spouse depends significantly on the assessment of her (him) as a sexual partner. Low scores on the scale are interpreted as an underestimation of sexual relations in marriage.

2. Scale of Personal Identification with Spouse(statements No. 4-6) - a scale that reflects the husband's (wife's) attitude towards personal identification with a marriage partner: expectation of common interests, needs, value orientations, ways of spending time. Low scores on the scale suggest an attitude towards personal autonomy.

3. Household scale measures the attitude of the spouses to the implementation of the household functions of the family. This scale, like all subsequent ones, has two subscales: “role expectations” and “role claims”. The “role expectations” subscale (statements No. 7-9) - assessments are considered as the degree of expectation from the partner to actively resolve everyday issues. The higher the ratings on the scale of role expectations, the more requirements the husband (wife) makes for the participation of the spouse in the organization of everyday life, the more important are the household skills and skills of the partner. The “role claims” subscale (statements No. 22-24) reflects attitudes towards one's own active participation in housekeeping. The overall rating on the scale is considered as the husband's (wife's) assessment of the importance of the household organization of the family.

4. Parenting scale allows you to judge the attitude of spouses to their parental responsibilities. The subscale of role expectations (statements No. 10-12) shows the severity of the spouse's attitude to the active parental position of the marriage partner. The subscale of role claims (statements No. 25-27) testifies to the orientation of the husband (wife) to their own responsibilities in raising children. The overall rating of the scale is considered as an indicator of the significance for the spouse (s) of parental functions. The higher the scale score, the more importance the husband (wife) attaches to the role of father (mother), the more he (she) considers parenthood to be the main value that centers the life of the family around him.

5. Scale of social activity reflects the attitude to the importance of external social activity (professional, public) for the stability of marriage and family relations. The “role expectations” subscale (statements No. 13-15) measures the degree of orientation of the husband (wife) to the fact that the marriage partner should have serious professional interests and play an active social role. The “role claims” subscale (statements No. 28-30) illustrates the severity of the spouse’s own professional needs. The overall assessment of the scale shows the importance of extra-family interests for the husband (wife), which are the main values in the process of interpersonal interaction between spouses.

6. Emotional-psychotherapeutic scale expresses the attitude to the importance of the emotional and psychotherapeutic function of marriage. The “role expectations” subscale (statements No. 16-17) measures the degree of orientation of the husband (wife) to the fact that the marriage partner will take on the role of an emotional leader in the family in matters of correcting the psychological climate in the family, providing moral and emotional support, creating a “psychotherapeutic atmosphere." The “role claims” subscale (statements No. 31-33) reflects the desire of the husband (wife) to be a family “psychotherapist”. The overall assessment of the scale is considered as an indicator of the significance for the spouse of mutual moral and emotional support of family members, orientation towards marriage as an environment conducive to psychological relaxation and stabilization.

7. Scale of external attractiveness evaluates the degree of importance of the external appearance for the husband (wife), its compliance with the standards of modern fashion. The “role expectations” subscale (statements No. 19-21) indicate the severity of the spouse’s desire to have an outwardly attractive partner. The subscale "role claims" (statements No. 34-36) illustrates the attitude towards one's own attractiveness, the desire to dress fashionably and beautifully. The overall assessment is an indicator of the orientation of the spouse (s) to modern models of appearance.

The analysis of the results involves three stages:

1. Analysis of individual indicators of the scale of family values, role expectations and claims of the husband (wife). It is carried out on the basis of scoring in the table "Counseling study of family values". The data obtained as a result of the calculation characterize:

□ husband's (wife's) idea of the hierarchy of family values: the higher the score on the scale of family values, the more significant this environment of family life is for the spouse;

□ orientation of the wife (husband) to the active role behavior of the marriage partner (role expectations) and to her own active role in the family in the implementation of family functions (role claims).

2. Comparative analysis of ideas about family values and role attitudes of husband and wife. The degree of consistency in the family values of the spouses is assessed on the basis of the data presented in Table 8.

Table 8

Family values	Intimate sexy	Personal identification	Household	Parent l-sko-educational	Social activity	Emotionally psychotherapy peutic	External attractiveness

Note. ShSTsm and ShSTszh - indicators on the scales of family values of the husband and wife, respectively, STS - consistency of family values of the spouses.

Consistency of family values is characterized by the difference between the scores of the husband's family values scale and the wife's family values scale. The smaller the difference, the greater the consistency of the spouses' ideas about the most significant areas of family life. A difference of up to 3 points suggests that the spouses do not have problematic relationships, while a difference of more than 3 points indicates a fairly high degree of conflict in the relationship in a couple.

3. Determination of the degree of role adequacy of a married couple in five areas of interpersonal interaction in the family (3-7 SSC). Analyzing the specifics of a married couple's ideas about the importance of family values, it is necessary to proceed from the fact that the attitudes of the husband and wife regarding the most important areas of family life may be ideal, but not correspond to the real role behavior of the spouses. Adequacy role behavior husband and wife depends on the compliance of the role expectations with the role claims of the spouses. The role adequacy of the husband is assessed on the basis of calculating the difference in scores between the estimates of the wife's role claims and the husband's role expectations; accordingly, the wife's role adequacy will be equal to the difference between the scores characterizing the husband's role claims and the wife's role expectations (see Table 9). The smaller the difference, the greater the role adequacy of the spouse, and, consequently, the wife's (husband's) orientation to the actual performance of a certain function corresponds to the husband's (wife's) attitudes towards the active role of a marriage partner in the family.

Analyzing the degree of consistency of family values of a husband and wife, it is necessary to focus on those family values that are characterized by the least coincidence, since their mismatch is one of the reasons for the role mismatch in a married couple and, therefore, a conflict factor that destabilizes interpersonal relationships in the family.

Table 9

Family values	Role setting	Role setting
Family values
Household
Parent-educational
Social activity
Emotional-psychotherapeutic
External attractiveness

Note. RAM - role adequacy of the husband, RAj - role adequacy of the wife. Pm and Pzh - estimates of the role claims of the husband and wife, respectively; Om and Ozh - estimates of the role expectations of the husband and wife.

Applicants for psychological help young spouses filled out the questionnaire “Role expectations and claims in marriage”. The resulting data are presented in two tables.

Consistency of family values of spouses

Family values	Intimate sexy	Personal identification	Household	Parent* educational	Social activity	Emotional-psychotherapeutic	External attractiveness

The individual indicators of the scale of family values of the husband and wife allow us to draw the following conclusions.

This married couple is characterized by a certain consistency of ideas about family values. The existing differences in the attitudes of the spouses to the most important spheres of family life do not exceed the permissible norm. Young spouses mutually consider the community of interests, needs, ideas, life goals of husband and wife to be the most significant in family life. It can be assumed that newlyweds are guided by the so-called “marital” type of family organization, which is based on the value-oriented unity of marriage partners.

According to young spouses, parental responsibilities are also important in family life; attentive, caring and warm relationships; attractive and fashionable appearance (own and marriage partner); the desire to realize professional interests (which is more pronounced in a young woman); willingness to solve domestic problems of the family.

From the point of view of the newlyweds, the sphere of intimate-sexual relations is less significant in family life. This is quite typical for young spouses, since the spouses' understanding of the value of intimate relationships, as a rule, is formed in the process of living together as the psychosexual compatibility of the husband and wife is achieved.

Role adequacy of a married couple

Family values	Role setting	Role setting
Family values
Household
Parent-educational
Social activity
Emotional-psychotherapeutic
External attractiveness

The degree of role adequacy of the husband in various spheres of family life is not the same. The correspondence of the husband's role expectations to the wife's role claims is observed in the professional and parental spheres, in the idea of the importance of external attractiveness. Thus, the willingness of the wife (Pj) to perform maternal duties, to run the household, to look after her appearance is consistent with the husband's (Om) attitude to have an attractive, fashionably dressed wife who performs the duties of mother and mistress of the house. The least role adequacy of the husband is observed in attitudes towards professional interests and the creation of a “psychotherapeutic” atmosphere in the family. A young woman strives to be an expert in her field. However, the husband believes that the professional employment of his wife is possible only to a small extent. The wife does not want to take on the functions of a “psychological dispatcher” in the family, which does not correspond to the role expectations of the spouse. The indicators of the wife's role adequacy demonstrate the correspondence between the wife's expectations and the husband's claims in the sphere of his professional interests, in the orientation towards compliance with the requirements of modern fashion. At the same time, the wife's expectations of her husband's active solution of household issues, the fulfillment of parental duties, and the provision of moral and emotional support to the wife are not consistent with the husband's role-playing claims. Conclusion

1. Young spouses are characterized by a certain consistency of ideas about the most important family values.

2. Husband and wife demonstrate a mismatch of claims and expectations typical of young spouses: the wife is guided by the implementation of her own professional interests, expecting her husband to actively perform “female” functions in the family, while the husband retains traditional ideas about the role of women in family interaction.

3. This married couple is characterized by a discrepancy between the ideal ideas of the spouses about family values and the roles of the husband and wife for their implementation. Thus, newlyweds, emphasizing the importance for joint life of common interests, needs, views and ideas (personal identification), are guided by the individual style of interpersonal interaction in the family, which is a serious conflict-generating factor.

Method for diagnosing interpersonal relationships

The method of diagnosing interpersonal relations (DIR) is a modified version of interpersonal diagnostics by T. Leary (modified and adapted by L. N. Sobchik).

The purpose of the technique is to study the subject's ideas about himself and his ideal "I", ideas about family members. The use of the DME methodology in the analysis of family crises allows us to draw a conclusion about the claims of the subject in the family sphere; identify areas of potential conflicts; to study the psychological compatibility of spouses and interpersonal relationships in the family (identifying the predominant type of relationship in the family). Correlation of the representations of each of the spouses about themselves makes it possible to identify distortions in perception and problems associated with the similarity / difference in the manifestation of styles of interpersonal relations.

Description of the technique

Based on the fact that a personality manifests itself in behavior that is actualized in the process of interaction with others, the American psychologist T. Leary systematized empirical observations in the form of 8 general or 16 more fractional (not justified in practice) variants of interpersonal interaction. According to different types of interpersonal behavior, a questionnaire was developed, which is a set of 128 fairly simple characteristics-epithets (Sobchik L.N., 2003).

Each type includes 16 judgments. The technique is designed in such a way that judgments aimed at identifying any type of relationship are not arranged in a row, but in a special way: they are grouped by 4 and repeated through an equal number of definitions. Thus, the first type of relationship includes judgments with numbers: 1-4, 33-36, 65-68, 97-100.

Each subject, when filling out the questionnaire, notes the presence of certain qualities in himself (if necessary - a spouse, his father, his mother or other family member), and also notes what qualities he himself would like to have and what he would like to see in his husband (of your wife or other family member).

Instructions: “Here is a questionnaire containing various characteristics. You should carefully read each one and consider whether it matches your idea of yourself. If “yes”, then in a special form designed to register your answers, cross out the number corresponding to the serial number of the characteristic in the grid of the registration form with a cross. If “no”, then do not make any notes on the registration form. Try to show maximum care and frankness in order to avoid re-examination.

So, you must answer the question: “What kind of person are you?” (the subject performs the task).

And now, using the same characteristics, try to evaluate your ideal idea of yourself, that is, answer the question: “What would I like to be?”.

Then, in a similar way, it is proposed to evaluate the husband (wife) and his (her) ideal, from the point of view of the respondent.

Questionnaire text

1. Knows how to like.

2. Makes an impression on others.

3. Knows how to dispose, order.

4. Knows how to insist on his own.

5. Has a sense of dignity.

6. Independent.

7. Able to take care of himself.

8. Can show indifference.

9. Capable of being harsh.

10. Strict but fair.

11. Can be sincere.

12. Critical of others.

13. Likes to cry.

14. Often sad.

15. Capable of showing distrust.

16. Often disappointed.

17. Capable of being self-critical.

18. Able to admit when you're wrong.

19. Willingly obeys.

20. Compliant.

21. Grateful.

22. Admiring and prone to imitate.

23. Respectful.

24. Seeking approval.

25. Capable of cooperation, mutual assistance.

26. Seeks to make friends with others.

27. Benevolent, friendly.

28. Attentive and affectionate.

29. Delicate.

30. Encouraging.

31. Responsive to calls for help.

32. Selfless.

33. Able to arouse admiration.

34. Enjoys respect from others.

35. Has a talent for leadership.

36. Likes responsibility.

37. Self-confident.

38. Self-confident and assertive.

39. Businesslike, practical.

40. Competitive.

41. Persistent and cool where necessary.

42. Relentless, but impartial.

43. Irritable.

44. Open and direct.

45. Does not tolerate being commanded.

46. Skeptical.

47. He is hard to impress.

48. Touchy, scrupulous.

49. Easily embarrassed.

50. Insecure.

51. Compliant.

52. Modest.

53. Often resorts to the help of others.

55. Willingly accepts advice.

56. Trusting, seeks to please others.

57. Always gracious in handling.

58. Treasures the opinions of others.

59. Sociable and accommodating.

60. Kind-hearted.

61. Kind, inspiring confidence.

62. Gentle and soft-hearted.

63. Likes to take care of others.

64. Generous.

65. Likes to give advice.

66. Gives the impression of significance.

67. Commanding and commanding.

68. Domineering.

69. Boastful.

70. Arrogant, self-satisfied.

71. Thinks only of himself.

72. Sly.

73. Intolerant of the mistakes of others.

74. Prudent.

75. Frank.

76. Often unfriendly.

77. Embittered.

78. Complainer.

79. Jealous.

80. Long remembers grievances.

81. Prone to self-flagellation.

82. Shy.

83. Lack of initiative.

84. Meek.

85. Dependent, dependent.

86. Likes to obey.

87. Allows others to make decisions.

88. Easily gets into trouble.

89. Easily influenced by friends.

90. Ready to trust anyone.

91. Favorable to all indiscriminately.

92. Sympathizes with everyone.

93. Forgives everything.

94. Overflowing with excessive sympathy.

95. Generous and tolerant of shortcomings.

96. Strives to help everyone.

97. Aspiring to success.

98. Expects admiration from everyone.

99. Manages others.

100. Despotic.

101. Treats others with a sense of superiority.

102. Vain.

103. Selfish.

104. Cold, callous.

105. Biting, mocking.

106. Evil, cruel.

107. Often angry.

108. Insensitive, indifferent.

109. Resentful.

ON. Permeated with the spirit of contradiction.

111. Stubborn.

112. Distrustful, suspicious.

113. Timid.

114. Shy.

115. Helpful.

116. Soft-bodied.

117. Almost no one minds.

118. Intrusive.

119. Likes to be taken care of.

120. Overly trusting.

121. Strives to ingratiate himself with everyone.

122. Agrees with everyone.

123. Always friendly with everyone.

124. Loves everyone.

125. Too condescending to others.

126. Tries to console everyone.

127. Cares about others to the detriment of himself.

128. Spoils people with excessive kindness.

Processing and interpretation of results

After the subject evaluates himself, his ideal image, husband (wife) and his (her) ideal and fills out the registration form, points are calculated for eight options for interpersonal interaction. For this, a key is used, with the help of which blocks of 16 numbers each are allocated, forming each of 8 octants:

I octant: characteristics 1-4, 33-36, 65-68, 97-100;

II octant: characteristics 5-8, 37-40, 69-72, 101-104;

III octant: characteristics 9-12, 41-44, 73-76, 105-108;

IV octant: characteristics 13-16, 45-48, 77-80, 109-112;

V octant: characteristics 17-20, 49-52, 81-84, 113-116;

VI octant: characteristics 21-24, 53-56, 85-88, 117-120;

VII octant: characteristics 25-28, 57-60, 89-92, 121-124;

VIII octant: characteristics 29-32, 61-64, 93-96, 125-128.

Each crossed out number corresponds to one point. For each octant, the number of points is calculated. The maximum score for the octant is 16 points, but it is divided into 4 degrees of severity of the relationship:

The obtained data (scores) are transferred to the discogram (Fig. 5).

Discogram - a conditional scheme developed by T. Leary to present the results of the technique, which has the form of a circle divided into sectors (8 sectors, where each of the sectors corresponds to a certain type of relationship), on the axes of which are indicated: friendliness-hostility (aggressiveness) horizontally, dominance - subordination vertically.

Quantitative indicators for each of the octants - from 0 to 16 - are plotted on the coordinate corresponding to the octant number, each of which is marked with arcs, the distance between them is a multiple of four: 0.4.8.12.16. An arc is drawn at the level corresponding to the scores obtained for each octant. The inner part of the octant defined by the arc is shaded. After all the results obtained during the examination are noted and the inner, central part of the circle of the discogram is shaded to the level outlined by the arcs, a kind of “fan” is obtained. The maximum shaded octants (that is, those for which the scores turned out to be high) correspond to the prevailing style of behavior of this individual in interpersonal relationships.

Characteristics that do not go beyond 8 points are characteristic of harmonious personalities. Indicators exceeding 8 points indicate an accentuation of the properties revealed by this octant. Scores that have reached the level of 14-16 indicate the difficulties of social adaptation.

Low scores for all octants (0-3 points) may be the result of the subject's secretiveness and lack of frankness. Accordingly, the data obtained should be considered as doubtful in terms of their reliability (Sobchik L. N., 2003).

Characteristics of types of attitude towards others

13-16 - dictatorial, imperious, despotic character, a type of strong personality who leads in all types of group activities, instructs everyone, teaches everyone, always seeks to rely on his own opinion, does not know how to accept the advice of others. Surrounding note this authoritativeness, but recognize it.

9-12 - dominant, energetic, competent, authoritative leader, successful in business, likes to give advice, demands respect.

0-8 - a self-confident person, but not necessarily a leader, stubborn and persistent.

2. Egoistic (independent-dominant).

13-16 - seeks to be above everyone, but at the same time aloof from everyone, narcissistic, prudent, independent, selfish. Difficulties shifts to others, but he treats them somewhat aloof.

0-12 - selfish traits, self-orientation, competitiveness.

9-12 - self-confidence.

0-8 - self-confidence.

3. Aggressive type (straight-aggressive).

13-16 - hard, hostile towards others, sharp; aggressiveness can reach antisocial behavior.

9-12 - demanding, straightforward, frank, strict and sharp in assessing others, implacable, inclined to blame others for everything, mocking, ironic.

0-8 - stubborn, stubborn, persistent, energetic.

4. Suspicious (incredulous-skeptical).

13-16 - alienated in relation to a hostile world, suspicious, touchy, prone to doubt everything, vindictive, constantly complains about everyone (schizoid type of character).

9-12 - critical, experiencing difficulties in interpersonal contacts due to suspicion and fear of a bad attitude, closed, skeptical, disappointed in people, secretive, shows his negativism in verbal aggression.

0-8 - critical in relation to all social phenomena and people around.

5. Submissive type (submissive-shy).

13-16 - submissive, prone to self-destruction, weak-willed, inferior to everyone and in everything, always puts himself in last place, condemning himself; ascribes blame to himself, is passive, seeks to find support in someone stronger.

9-12 - shy, meek, easily embarrassed, inclined to obey the stronger without regard to the situation.

0-8 - modest, timid, compliant, emotionally restrained, able to obey, has no opinion of his own, obediently and honestly performs his duties.

6. Dependent (dependent-obedient).

With moderate indicators - the need for help and trust from others, in their recognition. At high rates - overconformity, complete dependence on the opinions of others.

7. Friendly (collaborative-conventional).

It reveals the style of interpersonal relations, characteristic of persons striving for close cooperation with the reference group, for friendly relations with others. The redundancy of the degree of expression of this style is manifested by compromise behavior, intemperance in outpourings of one's friendliness towards others, the desire to emphasize one's involvement in the interests of the majority.

8. Altruistic (responsible-generous).

This variant of interpersonal behavior is manifested by a pronounced willingness to help others, a developed sense of responsibility (up to 8 points). High scores indicate soft-heartedness, over-commitment, hyper-social attitudes, emphasized altruism. The extreme form is characterized by hyper-responsibility, the desire to sacrifice oneself and one's interests, obsession with one's help.

The first four types of interpersonal relationships - 1, 2, 3 and 4 - are characterized by a predominance of non-conformal tendencies, of which 3.4 reflect a tendency to disjunctive (conflict) manifestations, and 1 and 2 - the desire for independence of opinion, persistence in defending one's own point of view, tendency towards leadership and dominance. The other four octants - 5, 6, 7 and 8 - give the opposite picture: subordination, self-doubt and conformity (5 and 6), a tendency to compromise, congruence and responsibility in contacts with others (7 and 8).

The interpretation of DML data should mainly focus not on the predominance of some indicators over others, and to a lesser extent - not absolute values.

The formula for calculating the dominance index (vector V):

V = 1-5+0.7[(2-8)-(6+4)]

The formula for calculating the index of goodwill (vector G):

G = 7-3+0.7[(8+7)-(4+3)]

A result that deviates from 1.0 both positively and negatively reveals the prevailing trends.

Based on the results of this technique, you can get a visual representation of the conflict zones and build therapeutic hypotheses about the causes of difficulties in the couple, correlating the spouses' ideas about themselves and about the partner; about a real and ideal partner, presenting them in one table.