Conclusion on the drawing my family interpretation example. Test "My Family". Educational issues

Transcript of the test my family. Examples of drawings with interpretation.

Young children are very sensitive and may perceive situations and adult behavior in their own way. Sometimes, according to parents, there is a favorable atmosphere in the family, but at the same time the child is quite aggressive and stubborn. The psychological test “My Family” will help tell you about the true state of affairs.

Family drawing test for preschoolers with answers

This is one of the simplest and most informative tests. There are no special instructions. It is necessary to explain to the child how and what to draw.

Test instructions:

• Give your child a simple pencil and a piece of paper. Ask to draw a picture of your family and himself.
• Don’t leave your child’s side, watch who the child draws first and how hard he presses the pencil.
• You should not conduct the test after the baby has quarreled with his mother, father or sister. The preschooler must be in good location spirit.
• Ask them to draw something else besides the family. Additional items will help you better understand your baby's condition.

Explanation of the picture:

• Pressing the pencil. The effort with which the baby presses the pencil speaks about his self-esteem. If the child presses weakly, the lines are not clear and light, this indicates low self-esteem. If they are normal, with even pressure, then the child is calm and balanced. With very strong pressure, you can judge the baby’s aggression and impulsiveness.
• Lines and strokes. If there are no unnecessary touches or additions, then the child is adequate and balanced. If there are a lot of fuzzy lines and strokes, then the baby is unsure and constantly hesitates.
• Layout on sheet. If the picture is at the top, then the baby loves himself very much. The location at the bottom indicates low self-esteem.

Family drawing test: drawing options, examples with interpretation

In fact, deciphering the drawing is very simple; you don’t have to be a psychologist to do this.

Key indicators:

• Details. If there are few additions and details in the drawing, then the child is secretive and emotional. If there is a lot, then the baby is restless and hasty.
• Family members. Pay attention to the lines with which the father or mother is drawn. The difference from the rest of the family should be alarming. If dad is drawn with a very thick line, then the baby is afraid of him.
• Dimensions. If the cat is larger than mom or dad, then this indicates that the child loves the pet more. If dad is bigger than mom, then the baby loves to spend time with his father. If a child draws himself very small, this indicates low self-esteem. If the character is big, then the child is confident.
• Location. The family member closest to the baby is the most beloved and valuable. Children often draw pictures of themselves holding hands with their mother or father. This speaks of affection.
• If someone is missing from the picture, this indicates hatred towards a family member or complete indifference towards him.
• Sense organs. A person without ears cannot hear the baby. If a child draws an open mouth to someone, this indicates a threat and fear. If one of the family members has slits in the eyes, this indicates his confidence and independence. A big head speaks of intelligence.
• If someone in the picture is drawn aside from the whole family, this indicates insignificance for the baby. Often such a hero is wiped with an eraser.

Signs of well-being in the family:

• The child drew everyone strictly in the center, of the same height and with equal pressure on the pencil
• If the child drew all the characters holding hands
• If there is minimal shading and all the characters are smiling
• If the child happily completes the task and draws a picture of the family with a smile
• Bright colors

Signs of anxiety:

• The baby in the picture is very large, small or standing to the side.
• If you haven't drawn anyone but yourself
• If the image starts from the legs and not from the head
• If the baby draws himself with his mouth open or his face covered with his hands
• If all family members are drawn in cells

Let's analyze the drawing of a five-year-old child:

• It is worth noting that the entire drawing was done bright colors, which means the child is relatively happy with the family.
• One of the warning signs: mom and dad are drawn together, and the baby is a little apart. This suggests that parents are trying to look like authorities and listen little to the child’s opinion.
• At the same time, parents have no ears. This means that the baby is not heard and is not given the right to choose.
• Mom is taller than dad. This suggests that there is mariarchy in the family. Dad's narrow slitted eyes indicate his independence. Perhaps he makes good money.
• Lots of touches and sketches. The child has hidden anxiety.
• The baby's big eyes indicate his fear. In addition, the baby has high self-esteem. He considers himself the smartest. The biggest head speaks to this.

Characteristics of the third-grader’s drawing:

• Parents do not hold hands; their hands are hidden behind their backs. This indicates some prohibitions in the family. Perhaps the parents are very modest and reserved.
• The girl's brother is on the sidelines. This suggests that parents have little involvement in his upbringing.
• The fact that the girl is drawn between her parents suggests that they communicate through her. There may be disagreements between the parents.
• The straight line of the father's mouth indicates possible aggression. The sun indicates warm relationships in the family and goodwill.
• Poorly drawn feet indicate a lack of stability. Perhaps the family does not have enough money or one of the family members does not work.

As you can see, using psychological test“My Family” you can find out about the child’s condition and the climate within the family.

VIDEO: Decoding a family drawing

Methodology "Kinetic Family Drawing" (KFA)

General psychodiagnostics /Ed. A.A.Bodalev and V.V.Stolin. M.: Publishing house Mosk. University, 1987.

Test Description

The "Kinetic Family Drawing" test is aimed not so much at identifying certain personality anomalies, but at prognosis individual style behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality.

The experimental procedure is as follows:

For the study you need a sheet of white paper (21x29cm), six colored pencils (black, red, blue, green, yellow, brown), and an eraser.

Instructions to the subject

"Please draw your family." Under no circumstances should you explain what the word “family” means, as this distorts the very essence of the study. If a child asks what to draw, the psychologist should simply repeat the instructions.

The task completion time is not limited (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:

a) the sequence of drawing parts;

b) pauses of more than 15 seconds;

c) erasing details;

d) spontaneous comments of the child;

e) emotional reactions to their connection with the depicted content.

After completing the task, you should strive to obtain as much information as possible verbally. The following questions are usually asked:

1. Tell me, who is drawn here?

2. Where are they located?

3. What are they doing?

4. Are they having fun or are they bored? Why?

5. Which of the people drawn is the happiest? Why?

6. Which of them is the most unhappy? Why?

The last two questions encourage the child to openly discuss feelings, which not every child is inclined to do.

Therefore, if the child does not answer them or answers formally, you should not insist on an answer. During the interview, the psychologist should try to find out the meaning of what the child drew: feelings for individual family members; why didn’t the child draw a picture of one of the family members (if this happened); what certain details of the drawing (birds, animals) mean to the child. In this case, if possible, you should avoid direct questions and insist on an answer, as this can induce anxiety and defensive reactions. Projective questions are often productive, for example: “If a person were drawn instead of a bird, who would it be?”, "Who would win in a competition between your brother and you?", “Who will mom invite to go with her?” etc.

Three of them should reveal negative feelings towards family members, three - positive.

1. Imagine that you have two tickets to the Circus. Who would you invite to go with you?

2. Imagine that your whole family is going to visit, but one of you is sick and must stay home. Who He?

3. You. you build a house from a construction set (cut out a paper dress for a doll), and you are out of luck. Who will you call for help?

4. You have “N” tickets (one less than family members) to an interesting film. Who will stay at home?

5. Imagine that you are on a desert island. Who would you like to live there with?

6. You received an interesting lotto as a gift. The whole family began to play, but there was one more of you than necessary. Who won't play?

To interpret you also need to know:

a) the age of the child being studied;

b) the composition of his family, the age of his brothers and sisters;

c) if possible, have information about the child’s behavior in the family, kindergarten or school.

Interpretation of test results "Family Drawing"

The interpretation of the drawing is conventionally divided into 3 parts:

1) analysis of the structure of “Family Drawing”;

2) interpretation of the features of graphic images of family members;

3)analysis of the drawing process.

1. Analysis of the structure of the "Drawing of a Family" and comparison of the composition of the drawn and real family

A child who experiences emotional well-being in the family is expected to draw a picture of a complete family.

Distortion of the real composition of the family always deserves. steely attention, since behind this there is almost always an emotional conflict, dissatisfaction with the family situation.

Extreme options are drawings in which;

a) no people are depicted at all;

b) only people not related to the family are depicted. These reactions most often lie behind:

a) traumatic experiences associated with the family;

b) feeling of rejection, abandonment;

c) autism (i.e. psychological alienation, expressed in the child’s withdrawal from contact with surrounding reality and immersion in the world of one’s own experiences);

d) feeling of insecurity, high level of anxiety;

e) poor contact between the psychologist and the child being studied.

Children reduce composition families,“forgetting” to draw those family members who are less emotionally attractive to them and with whom conflict situations have arisen. By not drawing them, the child seems to avoid negative emotions associated with certain people. Most often, brothers or sisters are missing from the picture, which is due to the situations of competition observed in families. The child, thus, in a symbolic situation, “monopolizes” the missing love and attention of the parents for him.

In some cases, instead of real family members, the child draws small animals, birds. The psychologist should always clarify with whom the child identifies them. Most often, this is how brothers or sisters are depicted, whose influence in the family the child seeks to reduce, devalue, and show symbolic aggression towards them.

If a child does not draw himself in his drawings, or only draws himself instead of his family, then this also indicates a violation of emotional communication.

In both cases, the person drawing does not include himself in the family, which indicates a lack of sense of community. The absence of “I” in the drawing is more typical for children who feel rejected or rejected.

Presentation in the drawing is only "I" may indicate different psychological content depending on other characteristics.

If the image of “I” has a large number of body details, colors, clothing decoration, and a large figure, then this indicates a certain self-centeredness and hysterical character traits.

If the drawing of oneself is characterized by a small size, sketchiness, a negative background is created by the color scheme, then one can assume the presence of a feeling of rejection, abandonment, and sometimes autistic tendencies.

It can also be informative increase in family composition, inclusion of family in the drawing strangers. As a rule, this is due to the unsatisfied psychological needs of the only children in the family, the desire to hush up a protected, parental, leadership position in relation to other people’s children (drawn dogs, cats, etc., in addition to family members, can give the same information).

In addition to parents (or instead of them) drawn, Not family-related adults indicate the perception of family negativity, the search for a person who can satisfy the child in close emotional contacts, or the consequence of a feeling of rejection, uselessness in the family.

2. Location of family members

It indicates some psychological features of relationships in the family. Analysis makes it necessary to distinguish what the drawing reflects - the subjectively real, the desired, or what the child is afraid of and avoids.

Family cohesion, drawing of a family with joined hands, their unification into general activities are indicators of psychological well-being.

Drawings with opposite characteristics (disconnected family members) may indicate a low level of emotional connections. Close arrangement of figures conditioned by the plan to place family members in a limited space (boat, small house, etc.), may indicate the child’s attempt to unite, unite the family (for this purpose, the child resorts to external circumstances, because he feels the futility of such an attempt).

In drawings where part of the family is located in one group, and one or more individuals are distant, this indicates a feeling of non-inclusion, alienation. If one family member moves away, one can assume a negative attitude of the child towards him, and sometimes judge the threat posed by him.

3. Analysis of the features of drawn figures

Features of graphic drawing of individual family members can provide a wide range of information: about the child’s emotional attitude towards an individual family member, about how the child perceives him, about the child’s “self-image”, about his gender identification, etc.

When assessing a child’s emotional attitude towards family members, you should pay attention to:

1) the number of body parts. Are there: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, mouth, neck, shoulders, arms, palms, fingers, nails, feet;

2) decoration (clothing details and decorations): hat, collar, tie, bows, pockets, hairstyle elements, patterns and trim on clothes;

3) the number of colors used to draw the figure.

Good emotional relationship with a person are accompanied by a large number of body details, decoration, and the use of a variety of colors.

Great sketchiness the incompleteness of the drawing, the omission of significant parts of the body (head, arms, legs) may indicate, along with a negative attitude towards the person, also aggressive impulses towards him.

Children, as a rule, draw their father and mother as the largest ones, which corresponds to reality.

Some children draw the largest or equal in size to their parents myself.

This is due to: a) the child’s self-centeredness; b) competition for parental love, excluding or reducing the “competitor”.

Children who: a) feel insignificant, useless, picture themselves as significantly smaller than other family members; b) requiring guardianship and care from parents.

The absolute size of the figures can also be informative. Large figures spanning the entire sheet are drawn by impulsive, self-confident children prone to dominance.

Very small figures are associated with anxiety and a sense of danger.

When analyzing, you should pay attention to drawing individual parts body:

1. Hands are the main means of influencing the world, physically controlling the behavior of other people.

If a child draws himself with his arms raised up and long fingers, this is often associated with aggressive desires.

Sometimes such pictures are drawn by outwardly calm and docile children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such drawing of oneself may also indicate the child’s desire to compensate for his weakness, the desire to be strong, to dominate others. This interpretation is more reliable when the child, in addition to “aggressive” hands, also draws broad shoulders or other attributes of “masculinity” and strength.

Sometimes a child draws all the family members with hands, but “forgets” to draw them for himself. If at the same time the child draws himself as disproportionately small, then this may be due to a feeling of powerlessness, his own insignificance in the family, with the feeling that those around him are suppressing his activity and controlling him excessively.

2. Head - center for localization of “I”, intellectual activity; The face is an important part of the body in the process of communication.

If parts of the face (eyes, mouth) are missing in the drawing, this may indicate serious impairments in communication, isolation, or autism. If, when drawing other family members, a child omits the head, facial features, or shades the face, then this is often associated with a conflictual relationship with this person, a hostile attitude towards him.

The facial expressions of the drawn people can also be an indicator of the child's feelings towards them. However, children tend to draw smiling people; this is a kind of “stamp” in drawings, but this does not mean at all that children perceive others this way. For the interpretation of a family drawing, facial expressions are significant only in cases where they differ from each other.

Girls pay more attention to face drawing than boys, this indicates a good gender identification of the girl.

In the drawings of boys, this moment may be associated with preoccupation with their physical beauty, the desire to compensate for their physical deficiencies, and the formation of stereotypes of female behavior.

Teeth presentation and mouth protrusion are common in children prone to oral aggression. If a child draws this way not of himself, but of another family member, then this is often associated with a feeling of fear, the perceived hostility of this person towards the child.

Each adult is characterized by certain details in a person’s drawing, which become enriched with age, and their omission in the drawing, as a rule, is associated with the denial of some functions, with a conflict.

In children's drawings, there are two different schemes for drawing individuals of different genders. For example, a man’s torso is drawn in an oval shape, a woman’s – triangular.

If a child draws himself in the same way as other figures of the same sex, then we can talk about adequate gender identification. Similar details and colors in the presentation of two figures, for example a son and a father, can be interpreted as the son’s desire to be like his father, identification with him, good emotional contacts.

Analysis of the drawing process

When analyzing the drawing process, you should pay attention to:

a) the sequence of drawing family members;

b) the sequence of drawing parts;

c) erasure;

d) return to already drawn objects, details, figures;

e) spontaneous comments.

The interpretation of the drawing process in general implements the thesis that behind the dynamic characteristics of drawing there are changes in thoughts, actualization of feelings, tensions, conflicts; they reflect the significance of certain details of the child’s drawing.

In the drawing, the child is the first to depict the most significant main or most emotionally loved one. Often the mother or father is drawn first. The fact that children often draw themselves first is probably due to their egocentrism as an age characteristic. If the first child to draw is not himself, not parents, but other family members, which means these are the most significant persons for him emotionally.

Notable cases are when a child draws last mother. This is often associated with a negative attitude towards her.

If the figure drawn first is the largest, but is drawn schematically and not decorated, then this indicates the child’s perceived importance of this person, strength, dominance in the family, but does not indicate the child’s positive feelings towards him. However, if the first figure is carefully drawn and decorated, then one can think that this is the most beloved family member whom the child reveres and wants to be like.

Some children first draw various objects, a base line, the sun, furniture, etc. and only lastly do they begin to depict people. There is reason to believe that such a sequence of task completion is a kind of defense with the help of which the child postpones an unpleasant task in time. Most often this is observed in children with a dysfunctional family situation, but it can also be a consequence of poor contact between the child and the psychologist.

Return to drawing the same family members, objects, details indicates their significance for the child.

Pauses before drawing certain details, family members are most often associated with a conflictual attitude and are an external manifestation of the internal dissonance of motives. On an unconscious level, the child seems to decide whether or not to draw a person or detail associated with negative emotions.

Erasing what was drawn redrawn can be associated with both negative emotions in relation to the family member so drawn, and with positive ones. The final result of the drawing is decisive.

Spontaneous comments often explain the meaning of the child’s depicted contents. Therefore, you need to listen to them carefully. Their appearance reveals the most emotionally “charged” places in the picture. This can help guide both post-drawing questions and the interpretation process itself.

Target : diagnostics of intrafamily relationships.

Material : a standard sheet of paper (A4 format), a set of colored pencils, an eraser.

Instructions : “Please draw a picture of your family.” All clarifying questions should be answered without any instructions, for example: “You can draw as you want.”

Work progress : During an individual examination, the time to complete the task usually lasts about 30 minutes (when performing a group test, the time is often limited to 15-30 minutes).

When children make excuses by saying that they cannot draw, it is necessary to reassure them and tell them that the beauty of the drawing is not important here.

While drawing, pretend that you are doing your own thing (for example, writing something), but unnoticed by the child, watch how he draws, what he draws, where he draws... Write down all the child’s spontaneous statements, watch his facial expressions, gestures, and also record the drawing sequence, pauses for more than 15 seconds. and erasing details.

After the drawing is completed, a conversation is held with the child. The following questions are usually asked:

Tell me, who is drawn here?

Where are they located?

What are they doing?

Are they having fun or are they bored (sad)? Why?

Which of the painted people is the happiest? Why?

Which of them is the most unfortunate? Why?

The last two questions are designed to encourage the child to openly discuss feelings. If he does not answer them or answers formally, you should not insist on an explicit answer.

During the interview, the researcher should try to find out from the child the meaning of what was drawn: feelings towards individual family members, why he did not draw one of the family members (if this happened).

You should avoid direct questions and do not insist on an answer, as this can trigger anxiety and defensive reactions.

Questions of a projective nature are often productive (for example: “If a person were drawn instead of a bird, who would it be?”, “Who would win in a competition between your brother and you?”, “Who will mom invite to go with her to ...?” etc.).

You can ask your child 6 situations to choose a solution: three of them should cause negative feelings towards family members, 3 - positive ones:

Imagine that you have two tickets to the circus. Who would you take with you?

Imagine that your whole family goes to visit, but one of you has to stay at home. Who is he?

You are building a house from a construction set (cutting out a dress for a doll), and you are out of luck (it doesn’t work out). Who will you call for help?

You have ... tickets (one less than family members) to the theater. Who will stay at home? (Why?)

Imagine that you are on a desert island. Who would you like to live there with?

You received an interesting game as a gift. The whole family sat down to play. But you are one more person than necessary. Who won't play?

For analysis children's drawing families also need to know:

Age of the child being examined.

The composition of his family, the age of his brothers and sisters.

Information about the child’s behavior in the family, kindergarten and school.

In practice, for the convenience of analyzing and evaluating the results of the “Family Drawing” test, various tabular methods are used, grouped by symptom complexes.

The family is a small model of the world in which the younger generation learns to interact with others. Quite often, teachers and psychologists working with children pay attention to the fact that children may experience inconvenience in relationships with their families, but mom and dad - the closest people - do not notice this or do not want to notice. The “Family Drawing” test will help to clearly show adults that there are tense moments in the life of their social unit.

The essence of the “Family Drawing” test

The idea of ​​​​creating a projective test to determine relationships within a family is not new. IN different times it arose in the works of prominent domestic and foreign psychologists - V. Hules, A.I. Zakharov, L. Corman and others. During the test, the child will have to depict his relatives, so he will need to be able to hold the instrument in his hands and connect the lines in the drawing. These skills come to children at different times. The approximate period when diagnostics can begin is the age of 4 years (+/-1 year).

The objectives of the test are the following:

• definition characteristic features relationships within the family;
• identifying the child’s value judgments regarding his loved ones;
• assessment of the subject's role in the family;
• identifying points that cause anxiety in the child.

The experimenter's task is to look at a specific social unit through the eyes of its small member.

French writer Anre Maurois said: “Adults too often live next to the world of children without trying to understand it. Meanwhile, the child closely observes the world of his parents; he tries to comprehend and appreciate it.”

Psychologists recommend throughout preschool and junior school age repeat the test once every 6 months, and then once a year (up to grade 11). This frequency will allow timely detection and elimination of possible intra-family conflicts.

You can learn more about the relationships within a child’s family by simply asking him to do a simple drawing.

Research procedure

Before starting the test, the adult must make sure that everything necessary is prepared:

• sheet A4;
• colored pencils (blue, red, green, brown, yellow, black);
• eraser.

Some diagnostic interpretations do not involve the use of colored pencils. However, the interpretation of the shades chosen by the test subject is important aspect analysis. An eraser is also, according to some scientists, optional. Meanwhile, ideally, the experimenter should record in the protocol, having free form how often does the baby use an elastic band? In order not to turn the test into a drawing “I’ll wipe it until it’s perfect,” you don’t need to focus the child’s attention on this accessory. It is enough to put it on the side, but in plain sight.

The study can be carried out both individually (which is desirable) and in a group, but in order to concentrate the attention of the subjects there should not be more than five of them.

It is possible to conduct the test in a group form, but it is not recommended

Instructions for organizing diagnostics:

1. The subject is given a piece of paper placed horizontally with the words: “Here is a piece of paper, please draw your family. You can use colored pencils."
2. The child starts the test, and the adult, minding his own business, watches him.
3. After the drawing is completed, invite your child to sign the characters so that it is clear who is who. If the subject does not know how to do this, ask him for permission to write in his own hand.
4. Then you should ask your child questions:

• Who did you draw?
• Who didn't you draw and why?
• Where did you draw the family?
• What is everyone doing in the picture?
• What is your mood here: are you happy or bored?
• Who is the funniest, saddest, happiest in the picture? Why?
• Who do you like more than others? Why?
• How are children punished for disobedience or bad behavior in the depicted family?
• How do you feel in the drawing? What would you like to change to feel better?

If it is difficult to come to an exact conclusion regarding family relationships based on the answers to the questions, then it is worth offering the child 6 problem situations, 3 of which reveal the subject’s negative feelings about the family, and the other 3 positive ones:

1. Imagine that you have two tickets to the circus. Who would you invite?
2. Imagine that your whole family is going to visit, but one of them is sick, and therefore has to stay home. Who will it be?
3. You are putting together a puzzle (making a craft, sculpting it from plasticine), and not everything works out for you. Who will you ask to help you?
4. Imagine that the ship you were traveling on got into desert island. Who would you be comfortable living with there?
5. They gave you board game, the whole family has gathered to play, but one turns out to be too many. Who won't participate?
6. Which family member can be left at home if one movie ticket is missing?

It is important to remember some nuances of drawing diagnostics:

• There is no need to test when your baby is overexcited or not feeling well. Otherwise, the data obtained will not be objective.
• There is no need to decipher who is meant by family. If your child starts bombarding you with questions like “Should I draw my grandma/aunt/uncle?”, just repeat that you need to draw a family.
• Do not direct the “artist”, even if you notice that he forgot to draw someone’s ears, and, for example, completely overlooked his grandmother.
• Don't make assumptions. After the image is ready, you should not puzzle the child with questions from the series: “Who is this, uncle?”
• Do not insist if the subject does not express a particular desire to talk.
• Do not discuss test results in front of your baby.

Interpretation of the result

For a more complete understanding of the situation, the experimenter needs to consider:

• time spent on the entire drawing and on the image of each character (for example, the baby took 10 minutes to draw mom, 3 minutes to draw dad);
• image order (whom the child presented first, second, last);
• breaks in work for more than 15 seconds, indicating the reason (for example, if the subject is wondering who to portray next);
• what lines or details the child erased;
• any comments during the work;
• emotions that arise during the drawing process (for example, the baby portrayed his grandmother with a smile, his brother with a frown, and so on).

Psychomotor indicators

The harder the baby presses on the pencil, the higher his self-esteem. If the tool breaks through the paper, this indicates that the child is hyperactive, perhaps often showing aggression.

The sweeping strokes and the scale of the drawing itself indicate that the author is very decisive in his actions and confident in himself. If the contours are blurred and the lines intersect, then the baby suffers from increased excitability. However, when thin or thick lines are used only in the image of an individual family member, this indicates the excitement that the child experiences for this person. Not completed and going beyond the contours - an indicator psycho-emotional stress test subject.

The higher the plot of the drawing is located, the higher the status the child ascribes to himself.

Image characteristics

Color

The brighter the picture, the more favorable the real situation in the child’s family

The brighter and lighter the gamma, the higher the baby’s vitality, the more optimistic he looks at life. If a child depicts himself with a predominance of one color and then repeats the same shade in someone else, then the subject considers this person an authority for himself.

Psychologists say that the predominance of red indicates the psychological discomfort that the baby experiences in the family. If the test taker has given up coloring altogether, then he is likely experiencing severe anxiety and problems with self-esteem. Perhaps the child is being discriminated against or even humiliated in the family.

Size, order and arrangement

How larger size character, the more significant his prototype is for the subject. For example, if pet the same size as the parents, then relationships with relatives are less important for the baby than caring for a cat or dog.

The ratio of the size of family members is analyzed using the same principle: if mom is larger than dad, then the baby considers her more significant in his life. The image of oneself speaks of how much a full member of the social unit the child considers himself to be. If he is represented by a small figure somewhere on the side, then the “artist” assigns himself the place of a helpless “appendage” to his parents. When a child places his own image between adult relatives, this signals that the baby needs care and protection, but this is an absolutely natural need, so this arrangement is considered the norm.

Sometimes the subject does not draw himself at all, but only depicts his parents (and/or other family members). In this case, it makes sense to say that the child suffers not only from lack of attention, but also, possibly, from physical abuse. Such situations require analysis by a specialist in child psychology. It also happens that the subject draws only himself, without other family members. This usually happens if the baby is raised by one parent and there are no other relatives in his environment, or when mom and dad are completely uninterested in the child’s life and are rarely at home.

If a child draws himself first, then most likely the family spoils him and his whole life is built around him. If the last one, after the pets and signatures, seems to suddenly remember that he has forgotten himself, this means that the subject does not feel like a stranger. It is considered the norm when a child first portrays his parents, then himself, and then other relatives: grandparents, aunts, and so on.

The closest and loved one the test taker draws closest to himself (usually these figures are holding the child’s hand). And vice versa, the more difficult it is for him to find common language with someone, the further the character will be from the author. Completely “forgotten” relatives, whose images are absent, are those towards whom the child feels negative or does not feel any emotional connection with them.

Body parts

The image with the largest head is the smartest member of the family, according to the child. Large eyes indicate that a person has problems and is asking for help. At the same time, independent and calm relatives will be depicted with slitted eyes. “Forgotten” ears are a sign that this person does not understand the child at all, does not hear. An open mouth is an indicator of a hidden threat to the baby, but a small line instead of lips is a symbol of the character’s isolation.

Huge hands combined with a large number of fingers indicate that the person is perceived by the subject as powerful and capable. If the figure does not stand on its feet, then the baby does not consider it an authority. Sometimes children do not draw arms or legs - this indicates problems in intellectual development. If the “artist” depicted himself without limbs, this indicates that the child is experiencing increased anxiety and does not want to make any decisions, seeks to find support in loved ones or completely remove himself from responsibility. This is a serious signal for parents, which may be associated with overprotection, which in the future will lead to infantilism in an adult and an inability to build relationships on equal terms with other members of society.

Details

When children draw animals, brothers and sisters that do not actually exist, this can be interpreted as a reflection of the desires of the subject

If the family is depicted against the background of the sun, then the baby lacks family warmth. For the same reason, children pretend to be dolls or pets (especially if in reality there are none in the house). Clouds and clouds are signs negative emotions child. The presence of household and office equipment in the picture suggests that for the child these objects (for example, a TV, a computer) are more important.

When, instead of people, a child draws only a house, this means that he does not want to be in a family; the person being tested feels uncomfortable in it. If the baby pretends fictional characters on a par with real ones, this suggests that the subject seeks to compensate by communicating with non-existent characters for close friendships that he does not have in his family.

The place in which the family is drawn is usually significant for the child: the street on which he walks, a house in the village where the child is regularly brought to his grandmother, and so on.

Usually, children draw the busiest mother - this is the embodiment of what the baby sees every day. Therefore, if dad comes home from work and lies down on the sofa, you should not expect the child to portray him next to him or while working.

File: Sample transcript

“Family Drawing” is an informative diagnosis of the relationship between a child and his family, the results of which should be corrected only by a psychologist. After testing is completed, it will not be superfluous to talk with the parents and the test subject himself to help restore a positive psychological atmosphere in the family.

Table 3.3.

Results of the “Family Drawing” method (in points)

The results of the subjects were summarized (see table 2.5., diagram 2.3).

Table 3.4.

Generalized results using the “Family Drawing” method

Diagram 3.2.

So, let’s analyze the results obtained during the diagnostic process. The following is observed in the group of respondents:

1) with a high level of disturbance of the psycho-emotional state of the family: 60% of total number respondents. Among girls this figure is 50%, and among boys 70%;

2) with increased level disorders of the psycho-emotional state of the family: 30% of the total number of subjects. For girls the figure is 40%, for boys 20%.

3) with an adequate level of disturbance in the psycho-emotional state of the family: 10% of the number of children. For girls and boys it is 10%.

It can be seen that in the group of subjects more high level aggressiveness, anxiety, conflict in the family.

Based on the above and having carried out a qualitative and quantitative analysis of the diagnostic results, summarizing all the data obtained during the study, we have come to the end of the experiment and believe that corrective work should be carried out among children to improve the family atmosphere between parents and children.

CONCLUSION

So, our research was devoted to studying the influence of psychological and pedagogical conditions in the family on the formation of the child’s personality.

The main results of the work include the following:

The concept of personality is given and the structure of personality in psychology is studied;

Personality theories in Russian psychology are analyzed;

Modern concepts of psychological approaches to the study of personality are defined;

The family is considered as a functional system;

The features of the formation of a child’s personality in the family are revealed;

An empirical study of the development of a child's personality in the family was conducted.

The family is the most important institution for the socialization of the individual. It is in the family that a person gains his first experience social interaction. For some time, the family is generally the only place for a child to gain such experience. Then social institutions such as kindergarten, school, and street are included in a person’s life. However, even at this time, the family remains one of the most important, and sometimes the most important, factor in the socialization of the individual. Socialization in the family occurs both as a result of the purposeful process of education and through the mechanism of social learning. In turn, the process of social learning itself also proceeds in two main directions.

On the one hand, the acquisition of social experience occurs in the process of direct interaction between the child and his parents, brothers and sisters, and on the other hand, socialization is carried out through observing the characteristics of the social interaction of other family members with each other.

Family is the leading factor in the development of a child’s personality, on which the further fate person. The relationship between parents constitutes the microclimate of the family, which directly affects the emotional well-being of all its members, through the prism of which the rest of the world and their place in it are perceived.

Depending on how adults behave with the child, what feelings and attitudes are expressed by close people, the child perceives the world as attractive or repulsive, benevolent or threatening. The well-being of a child in the family is transferred to other areas of relationships and vice versa; a conflict situation in the family, the lack of spiritual closeness between its members are the basis of developmental and upbringing defects.

A child is usually a fairly accurate reflection of the family in which he grows and develops. The family largely determines the range of his interests and needs, views and value orientations. The family provides conditions for the development of natural inclinations. Moral and social qualities of an individual are also established in the family. Any deformation of the family leads to negative consequences in the development of the child’s personality.

LIST OF REFERENCES USED

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Antsyferova L.I. Psychology of personality formation and development // Man in the system of sciences. – M., 1989.

Afanasyeva T.M. Family. – M.: Enlightenment. – 2005.

Bozhovich L. I. Personality and its formation in childhood. – M.: "Enlightenment", 2000.

Wenger A.L. Mental development of a child in the process joint activities// Questions of psychology. – 2001, No. 3.

Vygotsky L.S. Favorite psychol. research. – M.: Publishing house of the APNRSFSR, 1956.

Glukhanyuk N. S. Workshop on psychodiagnostics: Textbook. allowance/N. S. Glukhanyuk; Ross. academic education, Moscow. psychol.-social.in-t.-2nd ed., revised. and additional – M.; Voronezh: MPSI: MODEK, 2005. – 204 p.

Golubeva E.A. Individual characteristics of human memory. – M.: 1980.

Diagnostics in kindergarten. Content and organization of diagnostic work in a preschool educational institution. Methodical manual. Ed. 2nd. – Rostov-on-Don: “Phoenix”, 2004. – 288 p.

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Kovalev A. G. Personality psychology. – M.: "Enlightenment", 1999.

Kovalev S.V. Psychology of family relationships. – M.: Pedagogy. – 2001.

Kovalev S.V. Psychology of the modern family: a book for teachers / Kovalev S.V. – M.: Education, 1988. – 208 p.

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Lebedenko E.N. Development of self-awareness and individuality. Issue 1. What am I? Methodical manual. – M.: Prometheus; Book lover, 2003. – 64 p.

Leontyev A.N. Lectures on general psychology. – M., 2001.

Loseva V.K. Drawing a family: Diagnostics family relations. – M.: Association “Vocational Education”, 1995.

Merlin V.S. Essay on an integral study of individuality. – M.: Pedagogy, 1986.

Myasishchev V.N. Psychology of relationships. Selected psychological works. – M.: MPSI, 2004. – 400 p.

Pedagogy // Ed. Yu. K. Babansky. – M.: Enlightenment. – 1983.

Petrenko V.F. Psychosemantics of consciousness. – M.: MSU, 1988.

Petrovsky A.V. Theoretical psychology/A.V.Petrovsky, M.G.Yaroshevsky. – M.: Academy, 2001. – 496 p.

Personality psychology in the works of domestic psychologists. – St. Petersburg, 2000.

Rubinshtein S.L. Fundamentals of general psychology. – St. Petersburg, 2000.

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Do you understand me? Tests for children 5-7 years old with recommendations from a psychologist / Comp. T. V. Vasilyeva. – St. Petersburg: Aksident, 1994.

Uznadze D.N. Psychology of attitude. – St. Petersburg: Peter, 2001.

APPLICATION

Appendix 1

Questionnaire for a child “Family through the eyes of a child”

Who do you live with?

Do you like spending time at home? Do you want to quickly go home from kindergarten in the evening? (Yes, no, not always)

Do your parents often talk to you about your affairs? (Yes, no, not always)

Do they speak kindly rather than strictly? (Yes, no, not always)

Are you calm at home? Aren't you scared? (Yes, no, not always)

Do your parents often play with you? (Yes, no, not always)

Which family member plays with you more often?

If you break something, will your mom help you fix it or will she scold you? And dad? (Yes, no, not always)

If you wanted new toy, chocolate or kinder surprise, will your parents buy them for you right away? (Yes, no, not always)

If someone offended you or you were just upset, would you immediately tell your mom about everything? What about dad? Won't you tell anyone?

What do you like to do most on your days off?

Do you often go somewhere with your parents or play on weekends? (Yes, no, not always)

If it's time for you to go to bed and you want to play some more, do your parents allow you? (Often, sometimes, rarely)

When you go to bed in the evening, does mom or dad kiss you and say good night? (Often, sometimes, rarely)

If you want to, but find it difficult to say anything, what will your parents do? (They will listen patiently and help you finish the thought; they will send you to another parent; they will not want to listen at all)

Appendix 2

Test "Ladder"

Purpose: study of self-esteem of children 4 – 6 years old.

Stimulus material of the “Ladder” test

Drawing of a staircase consisting of seven steps. In the middle you need to place the figure of a child. For convenience, a figurine of a boy or a girl can be cut out of paper and placed on the ladder depending on the gender of the child being tested.

Instructions

Look at this ladder. You see, there is a boy (girl) standing here. Good children are placed on the higher step (they show), the higher, the better the children, and at the very top step are the best kids. Not very good children are placed one step lower (they show), even lower ones are even worse, and at the very bottom step are the worst kids. On what level will you place yourself? What step will your mother put you on? Dad? Teacher?

Carrying out the test

The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your explanation correctly and, if necessary, repeat it. After this, questions are asked and the answers are recorded.

Analysis of results

First of all, they pay attention to what level the child has placed himself on. It is considered normal if children of this age put themselves on the level of “very good” and even “very good” children. In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, lack of confidence in one’s own abilities.

This is a very serious violation of the personality structure, which can lead to depression, neuroses, and asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or harsh, authoritarian upbringing, in which the child himself is devalued. He comes to the conclusion that he is only loved when he behaves well.

And since children cannot be good all the time, and certainly cannot meet all the claims of adults, fulfill all their demands, then, naturally, children under these conditions begin to doubt themselves, their abilities and the love of their parents for them. Children who are not taught at all at home are also unsure of themselves and of parental love. Thus, extreme neglect of a child, as well as extreme authoritarianism, constant guardianship and control, lead to similar results.

The answers to the question about where adults will place them - dad, mom, teacher - speak specifically about the attitude of parents towards the child and their requirements. For a normal, comfortable feeling of self, which is associated with the emergence of a sense of security, it is important that one of the adults puts the child on the highest level. At the same time, the children say: “Well, I’m not the best, sometimes I play around. But my mother will put me here, she loves me.” Answers of this type indicate that the child is confident in the love of an adult and feels protected, which is necessary for normal development at this age.

A sign of trouble both in the structure of the child’s personality and in his relationships with close adults are answers in which all his relatives put him on the lower steps. However, when answering the question “Where will the teacher put you?” placement on one of the lower steps is normal and can serve as evidence of adequate, correct self-esteem, especially if the child really behaves badly and often receives comments from the teacher.

Appendix 3

Methodology "Family Drawing"

Target. Diagnosis of intra-family relationships. The test helps to identify the child’s attitude towards his family members, how he perceives each of them and his role in the family, as well as those relationships that cause anxious and conflicting feelings in him.

Procedure. From a conversation with a child, which is traditionally held after the drawing process itself, you should learn:

a) whose family is depicted in the drawing - himself, or some friend, or a fictional character;

b) where the depicted characters are and what they are doing at the moment;

c) if we take each character separately, what gender is he and what is his role in the family;

d) which of them is the nicest and why, who is the happiest and why, who is the saddest and why, who does the child prefer out of all the characters and why, if everyone gathered for a car ride, but there was not enough space for everyone, then who one of them would stay at home;

e) if one of the children behaves badly, how will he be punished.

Interpretation - Corman's method ("Family Drawing" test)

1. Structure of the drawing. Regarding the basic structure of the drawing, we can say that the most rational natures are dominated by isolated figures that are not in contact with each other, while the most receptive, sensitive children tend to depict a family with greater dynamics, for example, engaged in some kind of activity, in motion.

2. The most attractive character. If one is present in the figure, then it can be identified by the following characteristics:

The most valued character is drawn first, and first on the left, in the foreground;

He is taller and larger than the other characters;

Made with more love, every single detail is completed;

The remaining figures are turned in his direction and look at him.

The family member closest to the subject can be identified by his clothing, which distinguishes him from other family members, but is similar to the clothing of the character with whom the subject identifies. Usually this is one of the siblings (brother or sister) with whom he has developed a good relationship.

3.Least attractive character. The opposite, least valued character, in the figure the smallest of all, is performed last and is located away from the other figures, as if forgotten by everyone. This character may receive a typical treatment at the end of the work: he is usually crossed out with a few pencil strokes or erased with an eraser.

4.Relationship between characters. Attention should be paid to the following question: is there a relationship between what the child portrayed and the real life of the family. If, for example, the characters hold hands or, conversely, stand with their backs to each other, this may correspond or contradict the real situation in the family. If two characters are depicted side by side, this should not be understood except as his perception of their special closeness, to which he attaches significance and which may or may not correspond to reality. If some character, valued by him or not, is removed from other figures in the drawing, this may indicate the distance that the child notices in life and highlights.

Sometimes a child draws himself much brighter and more detailed than his parents, who seem to create a background for him. Such drawings often show the child's attitude towards himself as someone important, unique, and towards others as less significant and attractive. This may be due to the fact that parents, being dissatisfied with themselves, life and the world around them, strive to realize their hopes through their child, placing themselves in a secondary position in relation to him.

An insignificant, weak-willed figure surrounded by parents, in which the child recognizes himself, can express his helplessness, the need to take care of him. This may be due to the fact that he is accustomed to the atmosphere of constant and excessive care that surrounds him in the family (often observed in families with an only child), so he feels weak and can even abuse this by manipulating his parents and constantly demanding from them help and attention.

The child can add both people and animals to the family drawing to fill the voids that he feels in real life. Thus, only children, for example, very often include cousins ​​or brothers, cats, dogs, etc. in their drawing, which expresses a lack of close communication with other children and the need to have a constant companion in games with whom one could communicate on equal terms.

The figure of a man located next to the figure of the father indicates a strong sense of competition and the desire of the child to take the same strong and authoritative place in the family as the father. A cat depicted next to one of the family members (unless, of course, there is no cat in the house) speaks of a desire for great love and affection on the part of the character depicted next to the cat.

Appendix 4

Examples of children’s drawings using the “Family Drawing” method

Program

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