Game "Guess who you are" - interesting and fun pastime for both large and small companies. Playing it, you will forget about boredom and time. Your guests will enjoy spending the evening with you.
If there are new people in your company, and you want everyone to feel comfortable, then game "Guess who you are", what you need.
Description
For this game, you need to prepare stickers with ready-made inscriptions in advance. They can be varied: fictional or existing characters, plants, animals, various objects, and so on.
The first participant is selected, a sticker with a prepared inscription is molded on his forehead. The main thing is to do it carefully so that the player does not know what is written there, he must guess it.
When everyone present sees what is written on the sticker, you can start playing. The player, in order to guess who he is, asks questions, and everyone else answers them.
For example:
- I'm alive?
- Am I walking on four legs?
- I live on the street?
- Am I a fairytale character?
What characters can be
Think of public people, heroes of famous and popular films, fairy tales. Otherwise, the player runs the risk of not guessing what was conceived for a simple reason: out of ignorance.
Game "Guess who you are" continues until the participant guesses who he is. He should say "I (hidden word)". Then another sticker is molded to the next participant. An option is allowed when the player accurately guessed the hidden character (described the movie, phrases, clothes, sport), but does not know the name, the game is considered won.
Fairy-tale heroes
Piglet; Moidodyr; Gingerbread man; Garfield; Koschei the Deathless; Cheburashka; Unicorn; Snow Maiden; Red Riding Hood; The little Mermaid; Crocodile Gena; The Snow Queen; Alesha Popovich; Shapoklyak; Nightingale the Robber; Malvina; Zmey Gorynych; Carlson; Hottabych; Nesmeyana; Puss in Boots; Cat Leopold; Postman Pechkin; Aibolit; Dunno; Sleeping Beauty; Rapunzel; Cinderella; Snow White; Baba Yaga; Scheherazade.
Movie heroes
Terminator; Indiana Jones; Agent 007; Kevin James Bond; Harry Potter; Shurik; Rambo; Lara Croft; Mrs Smith; Ostap Bender; Sherlock Holmes; Capt. Jack Sparrow; Forrest Gump; Han Solo; Dr. Watson; Darth Vader; Leela; Sarah Connor.
Items
Vase; a computer; telephone; coffee maker; multicooker; pen; mug; pomade; blush; notebook; book; trinket; keys; ironing board; Dryer; washing machine; iron; file; package; toilet paper; soap; shampoo; toothpick; fishing rod; shales; towel; knife; fork; bed; table.
Superheroes
Superman; Human Torch; Batman; Black Panther; Spiderman; Thor; Wolverine; Silver Surfer; Wonder Woman; Green Arrow; Captain America; Green Lantern; Flash; Hulk; Robin; iron Man; Catwoman; Professor X; Deadpool; Robin; Doctor Strange; Hawkeye; Captain Marvel; Aquaman; Hawkman.
rules
The questions need to be answered only “Yes”, “No”, “Perhaps”, “Maybe”.
Difficulty: very easy, easy, medium.
Number of players: from 3 people, unlimited.
Since the game does not require particularly complex equipment, you can play it on the road: on a train or train.
Titles: Who Am I?, Guess the Character, Tarantinki
Since the game became widespread after it was shown in one of Tarantino's films, it received an unofficial name. "Tarantinki".
Rest assured: from "Tarantinok", as well as from "Crocodile", not only players, but even spectators will get great and unforgettable pleasure.
Rules of the game "Who am I?"
Players receive a small piece of paper and a pen (it is better to use self-adhesive sheets). On a piece of paper, everyone, secretly from the rest, writes the name of a literary hero (the hero of a film or cartoon), a celebrity (singer, artist, politician). Depending on the age of the participants, who can be written and who cannot be agreed in advance. Next, everyone passes their piece of paper to the neighbor on the right. Having received another sheet, you must stick it on your forehead without looking.
Thus, each player sees the "names" of everyone but his own.
Players take turns asking leading questions around them. Questions should be such that they can be answered "Yes" or "No". You can agree in advance how many questions each participant can ask before the move goes further in the circle. The game continues until someone guesses correctly. This player is the winner.
However, you can continue the "battle" for the second and third place.
The game usually takes place very violently and cheerfully and will undoubtedly come in handy for any holiday or gatherings.
The games invented by our fathers and grandfathers are returning and captivating more and more schoolchildren, students and even those who are much older.
1. Guess who
Frau Riefenstahl, a German spy, meets with a detachment of bastards in a tavern accidentally packed by the Germans that evening. The SS Sturmbannfuehrer, after suspecting the bastard Hauptsturmführer’s accent, which is strange for a German, offers to play a game: “The idea of the game is that the name of a famous character is written on the card, it can be fictional, it does not play a role. Write Confucius, for example, or Dr. Fu-Manchu. Eric, feathers here! But only a celebrity, not Aunt Frieda. Write and lay the card face down. Then move to the one sitting on the right. The one on the left moves the card towards you. Take a card from the table without looking at it, lick your shirt and stick it to your forehead. Write, write." Last year, this scene from Tarantino's Inglorious Bastards sparked a surge of interest in the game around the world.
rules
In addition to the above: when the stickers are already on the foreheads of the players, the investigation begins. Everyone takes turns asking other players questions about themselves, which can be answered in monosyllables - yes or no. Guess who you need in fifteen questions, or how to agree with the team.
2. Twister
The mobile game, in which you can show everyone how your body has changed in two years of yoga, has never stopped playing. A hit among picnics, drunken house parties and cute family nights, it was invented in the sixties and at the same time began to be accused of promoting sex, for its obvious eroticism. The game became truly famous after it was shown in a popular evening program on American television. Since then, Twister has been getting closer to official recognition as a folk sport.
rules
To start playing, you need minimal costs, provided that you bought the game itself - you can lay out a field for the game, you can have several (if there are a lot of players) and agree on who will spin the roulette. Then all the players take turns putting their hand or foot on one of the circles of colored circles, depending on what will fall out in roulette.
Scrabble is more of an intellectual than entertaining board game. As is commonly believed, gently, in a playful way, it replenishes vocabulary players. This is a combination of crossword and anagrams in one game. The first version of the bestseller was invented by the architect Alfred Butts in 1931, and since then it has had more than ten different names and modifications, one of which is Scrabble, the Soviet analogue of Scrabble. The usual name of the game appeared already in 1948, when James Brunot bought the rights to it from Butts and slightly modified the field, simplifying the rules.
rules
There is a playing field of 225 squares, on which you need to lay out letters, of which there are 104, making up words. The first word is laid out in the middle of the field and already from it from left to right or from top to bottom the next. The letters are issued in random order. When composing words, you can use any cases, declensions and tenses. When calculating points, a system of bonuses for "complex" letters and the color of the squares is used.
In its first year of release, Monopoly became the best-selling game in America. Today, when "Monopoly" has already exceeded seventy, half a billion people have played its classic version with different themes, not counting games of monopoly in tournaments, in clubs, computer and telephone versions of the game. The game is suitable for adults, teenagers, and even children.
rules
The Monopoly game board consists of squares corresponding to events and assets that can be bought. You roll a die and move forward the number of spaces that came up. When you get to a free street, you can buy it, and if you buy it, you will have to pay. You will also have to participate in auctions, pay taxes and possibly mortgage real estate, Monopoly is an economic strategy. The only monopolist who bankrupts all the others wins.
6. Mafia
According to game theory, Mafia - cooperative game, in which communication is allowed, but the players pursue personal goals. In addition to integration into the world of mathematics, it occupies no small place in psychology. Despite the analogue of the game "Killer", the creator of the "Mafia" is a student of the Faculty of Psychology of Moscow State University Dmitry Davydov. He was only interested in the game as a new methodology for practical research for term paper. But the students involved in the study and all others who have been given knowledge of it are something else. Watching this psychological game, you can study and train in determining the personal qualities of the participants and the techniques and methods of non-verbal body language. Now Mafia is played in special clubs, including closed ones, on the Internet, on TV shows, at championships and at home.
rules
The plot of the game is simple, the rules are much more complicated than Twister. According to legend, the inhabitants of the city, tired of the mafia terrorizing them, decide to send all its members to jail. In turn, the mafia declares war on the townspeople until they are completely destroyed. For which side you will play, it turns out after the distribution of cards or drawing matches, for example, if there are no cards. The leader of the game is also determined. Further, a change of conditional day and night, announced by the host, is provided. At night, everyone closes their eyes, and only mafiosi can open them. It turns out that the mafia members know each other, but civilians do not. The one who got the commissar's card from the townspeople should also not reveal his status to anyone. When the day comes, all the villagers choose by voting who goes to jail or to be killed, as you like. The mafia must work together, confusing civilians and posing as ordinary citizens. On the second night, the mafia kills the first citizen, pointing the finger at him to the leader, and the commissioner checks any of the players for belonging to the mafia. Ordinary residents at the same time "sleep". In the afternoon, the dead person is announced (he leaves the game and reveals his status) and the investigation continues. Then the game goes according to the same scenario of day and night until the complete destruction of one of the castes. This is the classic "Mafia", there are other versions of it, which differ in both the name and the rules.
Someone played this card game in early childhood and managed to forget about its existence, someone for the first time heard about it quite recently. In fact, Uno is forty years old, and it is very similar to another card game known in Russia as "101". Now the rights to Uno belong to Mattel, the same company that popularized the most unnatural shade. color pink in nature by the release of Barbie.
There are one hundred and eight cards in the Uno deck, red, green, yellow and blue in equal numbers. The cards are marked with numbers from zero to nine and special actions: skipping a turn, taking several cards, changing the direction of a move. Someone starts by laying out any card. The next player must place a card of the same color or value, or a "black" card, on top of it. The one who gets rid of all the cards the fastest wins. You can play several rounds by counting points. There are complicated variants of the rules of the game, which have their own names, for example: Uno with accumulation, Uno "seven-zero", Uno Silent Two's, Uno "card exchange".
A game called Alias, invented in Finland, is quite popular. But its counterpart, which is easiest to call "Say Different", is more popular in home use factor of. To play the classic Alias, you firstly need to buy the game, and secondly, you need to have it with you when you want to play. The game includes a board, cards, and figurines, so it didn't take much ingenuity to come up with a simplified version. For home game"Say Different" only needs pens, stickers and a watch.
rules
Participants of the game write 7-10 words on stickers (one word - one sticker). The whole company is divided into teams. As in Alias, which has several varieties by subject (for children, for a party and classic), in a "homemade" game, you can agree on the theme of the words indicated on the stickers. It can be cinema, music, prominent figures in history, or a narrower topic. Then all the “words” are placed in one place (hat, cookie jar). The game moves in a circle. The player pulls out one word and explains it to any person from his team without naming the word itself and cognates. The task is to guess as many words as possible in twenty seconds. Then the turn passes to the other team. Play up last word, the team that guesses the most wins.
Playing Say Different is more fun than playing Scrabble, for example. When there is a time limit, the brain is activated and, at times, the players give out very non-trivial and paradoxical explanations of the hidden word.
9. Crocodile
Pantomime appeared as a kind of stage art a very long time ago, and later became one of the disciplines in theater education. Its essence is to create an image with the help of the body, without the use of words.
rules
There are many game options now. You can portray famous historical or fictional characters so that everyone can guess. It is possible for two people to show pantomime on the same topic at once, without seeing each other. The winner here is the one who does the best job. Another option is when one person thinks of a word to another, and the person who shows it depicts him. Then the person representing guesses a word to the one who guessed his word and so on. It is not necessary to keep score here at all, the game is just very funny.
There are a number of party games that give people trembling knees and heart palpitations. A bottle, associations, I believe - I do not believe - they help people get to know each other better, while not betraying their secret sympathy. Their rules are known to everyone since childhood, and the results are always unpredictable.
Introduction
Chapter 1. Use of the psychological test "Who am I" in sociology
Chapter 2 Pilot study the image of "I" using the test of M. Kuhn and T. McPartland "who am I?"
Conclusion
Bibliography
INTRODUCTION
The relevance of the work. Sociological research is the collection of new facts and their interpretation in terms of a theoretical model chosen or built in accordance with the task in hand, using methods that are adequate to the operational definitions of the properties of the constructs that underlie this model. Sociology cannot exist without extracting information of a very different kind - about the opinion of voters, schoolchildren's leisure, the president's rating, family budget, the number of unemployed, the birth rate.
The work of a sociologist begins with the formulation of the topic (problem), the goals and objectives of the study, the definition and clarification of the basic concepts - theoretical concepts, the establishment of links between them and the definition of the content of these links (logical, semantic, functional, etc.). This is an intellectual, creative work that requires a fairly broad erudition, a good knowledge of the theoretical foundations of sociology. Sociological research begins with the study of the problem, the formulation of goals and hypotheses, the construction of a theoretical model, and the selection of research methods. the basis of all sociological research are various methods without which research would not be possible.
Studying different areas of society or different qualities personalities, etc. sociologist uses different methods in his work. One of the methods in sociology that allows you to comprehensively explore the "I-concept" of a person is the test "Who am I?", The authors of which are well-known sociologists M. Kuhn and T. McPartland. This test allows you to comprehensively study the perception of the individual himself. Test M. Kuhn and T. McPartland "Who am I?" often used in sociology in studies of the personality of the subject and is a technique that gives reliable results.
The purpose of the work is to explore the use of the psychological test "Who am I" in sociology.
Work tasks:
) To study the features of using the test "Who am I?" in sociology.
) Experimentally explore the image of "I" using the test of M. Kuhn and T. McPartland "who am I?".
The object of the work is the technique of M. Kuhn and T. McPartland "who am I?".
The subject of the work is the peculiarities of using the psychological test "Who am I" in sociology.
Research methods: analysis of literary sources on the topic, synthesis, generalization, abstraction, statistical method data processing, observation, sociological research.
Work structure. The work consists of an introduction, two chapters, a conclusion and a list of references.
CHAPTER 1. USING THE PSYCHOLOGICAL TEST "WHO AM I" IN SOCIOLOGY
Sociological research is a systematic study of social processes and phenomena, characterized by: a comprehensive essential analysis of the subject of research; an empirical way of obtaining data on the studied phenomenon, process; statistical processing of data on individual manifestations of social reality. This is a system of theoretical and empirical methods for surveying social reality using methods of statistical data processing. Sociological research plays a significant role in sociology for two reasons. First, sociological research provides an opportunity for adequate self-assessment of its purpose and the limits of its impact on society and the individual. Secondly, theoretical concepts and special research methods help to draw public attention to significant changes, realistically assess and predict the development of social problems and conflicts that affect specific life situations of clients, analyze infrastructure social sphere, to study the expectations and moods of various categories of the population, without which it is absolutely impossible to carry out the function social work- to promote positive changes both in society and in the position of the individual.
What categories of sociology are the basis of concepts, methods, research practices in sociology? These include: society, personality, social processes, social problems, social groups, social adaptation, gender, social fears, resourcefulness, social conflicts, social deviations, social subjectivity, social role, social mobility, anomie, social action, etc. As you can see, the list (it can be continued) is quite impressive. Social research in different societies may have different orientations, reflected in models of social infrastructure, personnel training, public educational standards, legal and financial support, etc. The basis of all sociological research is various methods, without which research is not possible. By studying different spheres of society or different qualities of a person, etc. sociologist uses different methods in his work. One of the methods in sociology that allows you to comprehensively explore the "I-concept" of a person is the test "Who am I?", The authors of which are well-known sociologists M. Kuhn and T. McPartland.
The structure and specificity of the relationship of the individual to his own "I" have a regulatory influence on almost all aspects of human behavior. Self-esteem plays an important role in establishing interpersonal relationships, in setting and achieving goals, in ways of forming behavior strategies, resolving crisis situations, as well as in professional and personal development. The problem of self-attitude is one of the most acute today. Positive self-attitude provides personality sustainable development. In order to develop a certain attitude towards yourself, you need to know your strengths and weaknesses. Self-respect, sympathy, self-acceptance, self-love, a sense of disposition, self-esteem, self-confidence, self-abasement, self-accusation - this is not a complete list of features used to denote a holistic self-relationship or its individual aspects. Such big variety concepts was noted in the analysis of various views on the structure of self-relationship. Sometimes behind these terms there are differences in the theoretical orientations of researchers, sometimes - different ideas about the phenomenological content of self-relationship, but more often - just differences in word usage, which are based on poorly reflected preferences. This leads to the fact that some authors consider sympathy the basis of self-relationship, others insist that self-relationship is, first of all, experiences of one's own value, expressed in a sense of self-respect, others try to harmonize these ideas by highlighting one or another fixed set in self-relationship. aspects or structural elements, but these sets also often turn out to be different and difficult to compare. A number of studies have shown that the individual parameters of assessments and self-assessments for different people can be so different that the problem arises of substantiating universal fixed measurements obtained on heterogeneous samples of subjects, whether they are the result of averaging individual data. Moreover, each point of view has a well-founded argumentation. Ultimately, discussions about the essence of the relationship turn into disputes about words.
The concept of self-relationship in the context of the meaning of "I" allows, to a certain extent, to remove these problems, since the meaning of "I" implies a certain language of its expression, and this "language" may have some specificity both for different individuals and for different social groups or other social communities. Moreover, the alphabet of this language should be wide enough, because in connection with the inconsistency of being, the enumeration of activities and the “confrontation of motives”, the subject should experience a fairly wide range of feelings and experiences in his address. Of the domestic attempts to reconstruct the emotional system of self-attitude, the only study by V.V. Stolin, in which three dimensions of self-attitude are distinguished: sympathy, respect, closeness. Similar results were obtained by other researchers: L.Ya. Gozman, A.S. Kondratieva, A.G. Shmelev, but they are only indirectly related to self-attitude, as they were obtained in the study of emotional, interpersonal descriptive features. A number of irrelevant factors affect self-description or expression of attitude towards oneself, such as: social desirability, self-presentation tactics (self-presentation), self-disclosure area, etc. This gives some authors reason to believe that such forced self-descriptions of the self-concept are actually self-reports, it is not the same. The content of these terms is close, but not the same. In their opinion, the self-concept is everything that an individual considers himself or his own, everything that he thinks about himself, all the ways of self-perception and self-evaluation characteristic of him. On the other hand, a self-report is a self-description given to another. This is a statement about yourself. Of course, the self-concept influences these statements. However, there can be no complete identity between them. Self-report, in their opinion, is an example of introspection and, as such, cannot be considered an objective indicator, not only from the standpoint of modern phenomenological psychology, but even from the standpoint of earlier, traditional areas of psychological thought.
Other researchers believe that the situation of self-reporting initiates a special behavior of the subject - "evoked verbal self-presentation", which is not a direct equivalent of self-attitude, but is associated with it, and this connection must be conceptually and operationally framed. The formulated understanding of self-relationship as an expression of the meaning of "I" for the subject just allows us to conceptualize this connection and explore self-relationship by means of experimental psychosemantics, which has an effective and reasonable apparatus for reconstructing and analyzing group and individual subjective systems of meanings.
The specificity of the space of self-relationship, apparently, should also have one more feature, noted by V.F. Petrenko when working with such spaces: “A feature of the subject code for describing the personality of another or oneself is its holistic integrative character, where the units of its “alphabet” are not individual signs, but integral categorical schemes, standards, generalized images. The content of such a factor is a holistic construct, which can be understood only by presenting holistic images of people who contrast in these qualities.
The M. Kuhn and T. McPartland test is a technique based on the use of non-standardized self-description followed by content analysis. The test is used to study the content characteristics of a person's identity. The question "Who am I?" is directly related to the characteristics of a person's own perception of himself, that is, with his image of "I" or I-concept. The subject is asked for 12 minutes to give 20 different answers to the question addressed to himself: "Who am I?". The subject is also instructed to give answers in the order in which they spontaneously arise, and does not care about sequence, grammar and logic. Within 12 minutes, the subject must give as many answers as possible to one question related to yourself: "Who am I?". Each new answer must begin with newline(leaving some space from the left edge of the sheet). The subject can answer as he wants, fix all the answers that come to his mind, since there are no right or wrong answers in this task.
It is also important for the examinee to notice which emotional reactions arise during the performance of this task, how difficult or easy it was for him to answer this question". When the subject finishes answering, he is asked to perform the first stage of processing the results - quantitative: The subject must number all the individual answers-characteristics he made. To the left of each answer, the subject must put its serial number. Evaluate each individual characteristic according to a four-digit system:
"+" - the plus sign is put if, in general, the subject personally this characteristic Like;
“-” - “minus” sign - if, in general, the subject personally does not like this characteristic;
“±” - plus or minus sign - if the subject both likes and dislikes this characteristic at the same time;
"?" - question mark - if the subject does not know this moment time, how exactly he relates to the characteristic, he does not yet have a definite assessment of the answer in question.
The sign of your assessment must be placed to the left of the characteristic number. The subject can have assessments of both all types of signs, and only one sign or two or three. After the test subjects have evaluated all the characteristics, the result is summed up:
how many answers were received;
how many answers of each character.
The modification of the test involves 10 different answers to the question addressed to oneself: "Who am I?". The recorded indicators are the totality of the answers of the subject, their quantitative characteristics, as well as the number of all words in the answer. What is behind a person's application of the "±" rating regarding their characteristics? If the subject uses the plus-minus sign ("±"), then this indicates the ability of the subject to consider this or that phenomenon from 2 opposite sides, characterizes the degree of balance of the subject, the "weightedness" of his position in relation to an emotionally significant phenomenon. Conditionally allocate subjects belonging to the emotionally polar, balanced and doubting type. A person of emotionally polar typology includes those who evaluate the totality of all their own identification characteristics only as liking or not liking him, he does not use the plus or minus sign at all in the assessment. Such a person is characterized by the presence of maximalism in assessment, fluctuations in emotional states, in relation to such a person they say "from love to hate is one step." This is an emotionally expressive person, whose relationship with another person strongly depends on how much he likes or dislikes a person.
If the number of signs "±" reaches 10-20% (from total number signs), then such a person belongs to a balanced typology. For him, in comparison with a person of emotionally polar typology, he is characterized by the presence of great stress resistance, he quickly resolves conflict situation, knows how to maintain a constructive relationship with different people: both with those who like and with those who do not cause sympathy; more tolerant of the shortcomings of another person. If the number of signs "±" exceeds 30-40% (of the total number of signs), then such a person belongs to a doubting typology. Such a quantitative characteristic of the signs "±" occurs in people experiencing a situation of crisis own life, and indicates that such a person has such a character trait as indecision (a person makes a difficult decision, doubts, considers different variants).
What is behind a person's use of the evaluation "?" about their characteristics? The presence of the sign "?" when assessing identification characteristics, it speaks of a person’s ability to endure a situation of internal uncertainty, which means that it indirectly indicates a person’s ability to change, readiness for change.
This sign evaluation is used by people quite rarely: one or two characters "?" put only 20% of the surveyed. The presence of three or more characters "?" in self-assessment, it assumes that a person has crisis experiences. In general, the use by a person in self-assessment of the signs "±" and "?" is a favorable sign of the good dynamics of the consultative process. People who use these signs, as a rule, quickly reach the level of independent solution of their own problems.
As in the technique "Who am I?" Are there gender differences? Gender (or gender) identity is part of the individual self-concept, which comes from the individual's knowledge of his belonging to a social group of men or women, along with the assessment and emotional designation of this group membership. Features of gender identity are manifested:
firstly, in how a person designates his gender identity;
secondly, in what place in the list of identification characteristics is the mention of one's gender.
The designation of one's gender can be done:
directly;
indirectly;
be absent altogether.
Direct designation of gender - a person indicates his gender in specific words that have a certain emotional content. From this, four forms of direct gender designation can be distinguished:
neutral;
alienated;
emotionally positive;
emotionally negative.
The presence of a direct designation of gender suggests that the sphere of psychosexuality in general and comparison of oneself with representatives of the same sex in particular are an important and internally accepted theme of self-awareness. Indirect gender designation - a person does not indicate his gender directly, but his gender is manifested through social roles (male or female), which he considers his own, or by the endings of words. Indirect ways of designating gender also have a certain emotional content.
The presence of indirect gender designation indicates knowledge of the specifics of a certain polo repertoire. role behavior, which can be:
wide (if it includes several gender roles);
narrow (if it includes only one or two roles).
The presence of both direct and indirect variants of emotionally positive designation of one's gender indicates the formation of a positive gender identity, the possible variety of role behavior, the acceptance of one's attractiveness as a representative of the sex, and allows one to make a favorable forecast regarding the success of establishing and maintaining partnerships with other people. The absence of a gender designation in self-identifying characteristics is stated when the entire text is written through the phrase: "I am a person who ...". The reasons for this may be as follows:
Lack of a holistic view of gender-role behavior at a given point in time (lack of reflection, knowledge);
Avoidance of considering one's gender-role characteristics due to the traumatic nature of this topic (for example, the displacement of the negative result of comparing oneself with other members of the same sex);
Lack of formation of gender identity, the presence of an identity crisis in general.
When analyzing gender identity, it is also important to take into account where the text of the answers contains gender-related categories:
at the very beginning of the list;
in the middle;
This indicates the relevance and significance of gender categories in a person's self-consciousness (the closer to the beginning, the greater the significance and degree of awareness of identity categories). How does reflection manifest itself when performing the “Who Am I?” technique? A person with a more developed level of reflection gives on average more answers than a person with a less developed self-image (or more "closed"). Also, the level of reflection is indicated by the subjectively assessed by the person himself, the ease or difficulty in formulating answers to the key question of the test. As a rule, a person with a more developed level of reflection quickly and easily finds answers regarding his own individual characteristics. A person who does not often think about himself and his life answers the test question with difficulty, writing down each answer after some thought. We can talk about a low level of reflection when a person can give only two or three answers in 12 minutes (it is important to clarify that the person really does not know how else to answer the task, and not just stopped writing down his answers due to his secrecy) . A fairly high level of reflection is evidenced by 15 or more different answers to the question "Who am I?".
How to analyze the temporal aspect of identity? The analysis of the temporal aspect of identity must be carried out on the basis that the success of a person's interaction with others implies the relative continuity of his past, present and future "I". Therefore, consideration of a person's answers to the question "Who am I?" should occur from the point of view of their belonging to the past, present or future tense (based on the analysis of verb forms). The presence of identification characteristics corresponding to different temporal regimes indicates the temporal integration of the personality. A special role should be given to the presence and expression in the process of self-description of indicators of a promising "I-concept", i.e., identification characteristics associated with the prospect, wish, intention, dream, which belong to different life areas.
If in the process of self-description the subject is dominated by verb forms in the future tense, then such a subject can be characterized as insecure in his own personality, striving to get away from the difficulties of life at this time due to the fact that the subject person is not sufficiently realized at the present time. The presence of predominance in the process of self-description of verb forms in the present tense indicates that the subject is characterized by activity, as well as consciousness of his own action. What does the analysis of the correlation of social roles and individual characteristics in identity give? The question "Who am I?" logically connected with the characteristics of a person's own perception of himself, that is, with his image of "I" (or I-concept). Answering the question "Who am I?", a person indicates the social roles and characteristics-definitions with which he relates himself, identifies, that is, he describes social statuses that are significant for him and those features that, in his opinion, are associated with him. Thus, the ratio of social roles and individual characteristics indicates how much a person realizes and accepts his uniqueness, as well as how important it is for him to belong to a particular group of people. The absence in the self-description of individual characteristics (indicators of reflexive, communicative, physical, material, active identities) when indicating many social roles (“student”, “passerby”, “voter”, “family member”, “Russian”) may indicate a lack of confidence in itself, about the person's fears in connection with self-disclosure, a pronounced tendency to self-defense.
The absence of social roles in the presence of individual characteristics may indicate the presence of a pronounced individuality and difficulties in fulfilling the rules that come from certain social roles. Also, the absence of social roles in identification characteristics is possible during an identity crisis or infantilism of a person. Behind the correlation of social roles and individual characteristics is the question of the relationship between social and personal identities. Personal identity prevails in people with a high level of certainty of the "I - others" scheme and a low level of certainty of the "we - others" scheme. Successful establishment and maintenance of partnerships is possible for a person who has a clear idea of his social roles and accepts his individual characteristics.
What does the analysis of the spheres of life represented in the identity give? Conventionally, there are six main areas of life that can be represented in identification characteristics:
Family (kinship, parent-child and marital relations, relevant roles);
Work (business relationships, professional roles);
Study (need and need to acquire new knowledge, ability to change);
Leisure (time structuring, resources, interests);
The sphere of intimate-personal relations (friendly and love relationships);
Rest (resources, health).
All identification characteristics can be divided into the proposed areas. After that, correlate the complaints made by the client, the wording of his request with the distribution of identity characteristics by areas: draw a conclusion as to how the area corresponding to the complaint in the self-description is represented, how these characteristics are evaluated. What does physical identity analysis provide? Physical identity includes a description of one's physical data, including a description of appearance, painful manifestations, eating habits, and bad habits. The designation of one's physical identity is directly related to the expansion of the boundaries of the conscious inner world by a person, since the boundaries between "I" and "not I" initially pass through the physical boundaries of their own body. It is the awareness of one's body that is the leading factor in the system of human self-awareness. What does the analysis of active identity give? An active identity also provides important information about a person and includes the designation of occupations, hobbies, as well as self-assessment of abilities for activity, self-assessment of skills, abilities, knowledge, achievements. Identification of one's "active self" is associated with the ability to focus on oneself, restraint, balanced actions, as well as diplomacy, the ability to work with one's own anxiety, tension, maintain emotional stability, that is, it is a reflection of the totality of emotional-volitional and communication skills, features of existing interactions.
What does the analysis of the psycholinguistic aspect of identity give?
Analysis of the psycholinguistic aspect of identity includes determining which parts of speech and which content aspect of self-identification are dominant in a person's self-description.
Nouns
The predominance of nouns in self-descriptions speaks of a person's need for certainty, constancy;
The lack or absence of nouns is about the insufficient responsibility of a person.
Adjectives:
The predominance of adjectives in self-descriptions speaks of demonstrativeness, emotionality of a person;
The lack or absence of adjectives is about the weak differentiation of a person's identity.
The predominance of verbs in self-descriptions (especially when describing areas of activity, interests) speaks of the activity, independence of a person; lack or absence of verbs in self-description - about insufficient self-confidence, underestimation of one's effectiveness. Most often, nouns and adjectives are used in self-descriptions.
The harmonious type of linguistic self-description is characterized by the use of an approximately equal number of nouns, adjectives and verbs. The difference in the common sign of the emotional-evaluative tone of the identification characteristics determines different kinds identity valencies:
negative - in general, negative categories prevail when describing one's own identity, shortcomings, identification problems are described more (“ugly”, “irritable”, “I don’t know what to say about myself”);
neutral - there is either a balance between positive and negative self-identifications, or no emotional tone is clearly manifested in a person’s self-description (for example, there is a formal enumeration of roles: “son”, “student”, “athlete”, etc.);
positive - positive identification characteristics prevail over negative ones ("cheerful", "kind", "smart");
overestimated - manifests itself either in the practical absence of negative self-identifications, or in answers to the question "Who am I?" the characteristics presented in superlatives prevail (“I am the best”, “I am super”, etc.).
The data of the psycholinguistic analysis carried out by the specialist are compared with the results of the subject's self-assessment. It is possible to conditionally find a correspondence between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity, which indicates that the person performing the "Who am I?" a person who uses emotional evaluation criteria that are typical for other people personal characteristics(for example, the quality "kind" is rated as "+"). This correspondence is a good predictive sign of a person's ability to adequately understand other people.
The presence of discrepancies between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (for example, the quality “kind” is assessed by a person as “-”) may indicate that the client has a special system of emotional assessment of personal characteristics that interferes with establishing contact and mutual understanding with others. people. As a quantitative assessment of the level of differentiation of identity, there is a number that reflects the total number of indicators of identity that a person used in self-identification. The number of indicators used varies for different people, most often in the range from 1 to 14. A high level of differentiation (9-14 indicators) is associated with such personal characteristics as sociability, self-confidence, orientation to one’s own inner world, a high level of social competence and self-control. A low level of differentiation (1-3 indicators) indicates an identity crisis, associated with such personal characteristics as isolation, anxiety, self-doubt, and difficulties in controlling oneself.
Identification characteristics analysis scale
includes 24 indicators, which, when combined, form seven generalized indicators-components of identity: . "Social Self" includes 7 indicators:
Direct designation of gender (boy, girl; woman);
Sexual role (lover, mistress; Don Juan, Amazon);
Educational and professional role position (student, studying at the institute, doctor, specialist);
family affiliation;
Ethnic-regional identity includes ethnic identity, citizenship and local, local identity;
Worldview identity: confessional, political affiliation (Christian, Muslim, believer);
Group membership: perception of oneself as a member of a group of people (collector, member of society). . "Communicative Self" includes 2 indicators:
Friendship or circle of friends, perception of being a member of a group of friends (friend, I have many friends);
Communication or the subject of communication, features and assessment of interaction with people (I go to visit, I like to communicate with people; I know how to listen to people); . "Material Self" implies various aspects:
description of your property (I have an apartment, clothes, a bicycle);
assessment of one's security, attitude to material goods
(poor, rich, wealthy, love money);
attitude to the external environment (I love the sea, I do not like bad weather). . "Physical Self" includes the following aspects:
subjective description of their physical data, appearance (strong, pleasant, attractive);
a factual description of their physical data, including a description of appearance, disease manifestations and location (blond, height, weight, age, live in a hostel);
eating habits, bad habits. . "Active Self" is assessed through 2 indicators:
Occupations, activities, interests, hobbies (I like to solve problems); experience (was in Bulgaria);
Self-assessment of the ability to work, self-assessment of skills, abilities, knowledge, competence, achievements, (I swim well, smart; hard-working, I know English). . "Prospective Self" includes 9 indicators:
Professional perspective: wishes, intentions, dreams related to the educational and professional sphere (future driver, future a good teacher);
Family perspective: wishes, intentions, dreams related to marital status (I will have children, future mother, etc.);
Group perspective: wishes, intentions, dreams related to group affiliation (I plan to join a party, I want to become an athlete);
Communicative perspective: wishes, intentions, dreams related to friends, communication.
Material perspective: wishes, intentions, dreams related to the material sphere (I will receive an inheritance, earn money for an apartment);
Physical perspective: wishes, intentions, dreams related to psychophysical data (I will take care of my health, I want to be pumped up);
Activity perspective: wishes, intentions, dreams related to interests, hobbies, specific activities (I will read more) and the achievement of certain results (I will learn the language perfectly);
Personal perspective: wishes, intentions, dreams related to personal characteristics: personal qualities, behavior, etc. (I want to be more cheerful, calm);
Evaluation of aspirations (I wish you a lot, an aspiring person).
VII. "Reflexive Self" includes 2 indicators:
Personal identity: personal qualities, character traits, description of an individual style of behavior (kind, sincere, sociable, persistent, sometimes harmful, sometimes impatient, etc.), personal characteristics (nickname, horoscope, name, etc.); emotional attitude towards oneself (I'm super, "cool");
Global, existential "I": statements that are global and that do not sufficiently show the differences of one person from another (a reasonable person, my essence).
Two independent indicators:
Problematic identity (I am nothing, I don't know who I am, I can't answer this question);
Situational state: experienced state at the moment (hungry, nervous, tired, in love, upset).
Analysis of research data made it possible to identify a number of categories that are subsequently used in content analysis: social groups (gender, age, nationality, religion, profession); ideological beliefs (philosophical, religious, political and moral statements); Interests and hobbies; aspirations and goals; self-esteem.
Assessing non-standardized self-reports using content analysis in general, it should be noted that their main advantage in comparison with standardized self-reports is the potential richness of shades of self-description and the ability to analyze self-attitude expressed by the language of the subject himself, and not by the language of research imposed on him. This, however, is one of the disadvantages of this method - a subject with low linguistic and self-descriptive skills is in a worse position compared to a person with a rich vocabulary and self-descriptive skills to convey their experiences. These differences can obscure differences in self-relationship and self-concept in general.
On the other hand, any content analysis limits the ability to take into account the individual identity of the subject by imposing a ready-made system of categories, thereby bringing the results obtained by this method closer to those obtained using standardized self-reports. Non-standardized self-reports are also influenced by the self-presentation strategy, which must be taken into account when interpreting the results.
Possible destinations interpretation of this technique:
determination of the number of categories for each subject, as a criterion for the diversity of the subject's life activity;
analysis of problem areas; the average number of answers given by the subjects;
the number of all words in self-descriptions;
assessment of the general emotional background; the presence of past, present, future or definitions "out of time";
assessment of the complexity of self-description, as well as what parts of speech are used in self-descriptions (adjectives, nouns, verbs, pronouns, etc.), cluster analysis of all self-descriptions as a criterion of wealth, breadth of the spectrum of ideas about oneself.
This technique widely used in individual counseling. After filling in the methodology, a conversation is conducted with the subject, the number of answers, their content (formal - informal, the severity of one or more topics, the temporal belonging of the answers) is analyzed. Can be held extra work with a list of answers: selection of the most important features and their description, division into categories (depends on me, depends on others, does not depend on anything, on fate, on fate) - which answers are more?
Coon McPartland sociological test
CHAPTER 2. EXPERIMENTAL STUDY OF THE IMAGE OF "ME" USING THE TEST OF M. KUN AND T. MCPARTLAND "WHO AM I?"
The study was conducted on the basis of the Peoples' Friendship University of Moscow. The sample of the sociological and psychological study consisted of 40 students of the medical faculty, of which 25 were boys and 15 were girls; the average age at the time of the study was (20.13±1.3) years. The purpose of this study is to conduct a psychosemantic analysis of an important component of the image of the world - the "image of I" of students as representatives of modern youth according to the test "20 statements" by M. Kuhn and T. McPartland ("Who am I?").
Youth is a relative concept, this category includes high school students who are faced with the choice of their future professional activity, students determined in this choice and working youth, mostly students distance learning. It is during these age periods of socialization that the steady formation of the individual as a bearer of certain norms and values of society takes place, the self-awareness of the individual develops, a conscious representation of one's place in life and in the world as a whole. A person independently begins to solve vital issues. In connection with the change in the values of young people, their way of life, unlike past generations, it can be assumed that today's youth looks at the world differently, at their place in it and their attitude to life is distinguished by its new, fresh look.
Directions in the study of the image of the world are determined by the study of its structural elements: cognitive (meaningful), emotional-affective and behavioral. Test "Who am I?" Kuhn and McPartland belongs to the group of psychodiagnostic methods for studying the cognitive component of the image of the world. The technique makes it possible to identify an ethnonym (self-name) as an indicator of ethnic identity in a number of other identities: gender, family, professional, personal, etc., and thereby reveal the degree of relevance of ethnic knowledge about oneself.
The study of the image of I was carried out according to the method "Who am I?". Students were offered next instruction. “Please give 20 different answers to the question “Who am I” to yourself. Write the first thing that comes to mind in response to a given question, without worrying about logic, grammar, or sequence of answers. Work fast enough, work time is limited. The working time is 12 minutes, but the students were not informed about it.
The study of the modalities of the self-concept was carried out according to the Butler-Haig test of differences between the ideal and real "I". The test includes 50 statements-characteristics of the image of I. In a certain sequence, students must evaluate the proposed characteristics in points from 1 to 5.
At the first stage, assessment takes place taking into account how students see themselves; on the second - how they would like to see themselves. At the third stage, students determine the degree of difference between their real and ideal selves.
When studying the features of the self-image, various aspects of self-representations were studied: the degree of reflexivity (a tendency to self-knowledge), categories, self-acceptance index (IS).
The degree of reflexivity is determined by the number of answers given to the question "Who am I?" in 12 minutes. The average indicator of reflexivity for boys is 19.46, and for girls - 19.76. Categorical analysis shows that the most common form of answers was "I -...". Often "I am..." was omitted and the answers were just one or more words ("girl", "student", "man", etc.).
The responses were processed by the content analysis method. All responses were categorized into one of two categories: objective or subjective mention.
These substantive categories distinguished, on the one hand, the assignment of oneself to a group or class, whose boundaries and conditions of membership are known to everyone, i.e. conventional, objective mention, and on the other hand, characteristics of oneself that are associated with groups, classes, traits, states or any other points that, in order to clarify them, either require the student himself to indicate, or for this it is necessary to correlate him with other people, i.e. e. subjective reference.
Examples of the first category are such characteristics of oneself as “student”, “girl”, “husband”, “daughter”, “warrior”, “athlete”, i.e. statements relating to objectively defined statuses and classes.
Examples of subjective categories are "happy", "very good student", "responsible", " good wife”, “interesting”, “insecure”, “affectionate”, etc.
The ratio of objective and subjective characteristics reflects the individual "locus score" - the number of objective characteristics indicated by this respondent when working with the "Who am I?" test. The locus score of boys and girls is (7.4 ± 5.0) and (7.2 ± 5.6), respectively.
The self-acceptance index (IS) is equal to the ratio of all positive evaluative (subjective) answers to all evaluative answers found in the subject's self-description. It is known that usually the index of self-acceptance obeys the rule of the "golden section": 66% - positive answers, 34% - negative. The preponderance of evaluative answers in one direction or another indicates a positive or negative self-acceptance.
SI in boys is (77.4 ± 19.5), in girls - (80.8 ± 22.1). More high values This indicator in girls is confirmed by the relative predominance of its positive level (p>0.05). Higher values of its negative level can also be attributed to the features of girls' self-acceptance.
When analyzing the discrepancies between the "I-real" and "I-ideal" we used the following aspects of differences: the overall indicator of the discrepancy (the average value in points and the absence of a difference in %) and the assessment of a separate statement (the maximum discrepancy and the "conflict" discrepancy - in%) .
The overall indicator of discrepancy (ORD) is equal to the total difference between the assessment of I-real and I-ideal for 50 statements. If there is no difference, the overall difference score is 0. The maximum difference for an individual statement is 4 points. "Conflict" discrepancy - the presence of the above-mentioned indicator in one student both in assessing the I-real and I-ideal, i.e. the structure of both modalities in this case consists of opposite qualities (constructs).
An analysis of the overall discrepancy indicator indicates, first of all, its low average values, given that the maximum discrepancy can reach 200 points for each student. At the same time, the range of differences in boys is from 0 to 88 points, in girls - from 0 to 77 points.
Gender analysis indicates a lower average ODA among boys (p>0.05). At the same time, they are more than three times less likely to have no difference (p<0,01).
An analysis of the assessments of individual statements shows that boys are 2.4 times more likely to determine the maximum discrepancy of 4 points (p<0,05) и чаще встречается «конфликтное» расхождение (р>0,05).
Data from the study of self-representations and the discrepancy between I-real and I-ideal are presented in Tables 1 and 2.
Table 1
Indicators Gender Degree of reflexivity Locus score Index of self-acceptance Levels of self-acceptance % (persons) 22.14.5 (6)9.8 (13)85.7 (114)
table 2
Aspects of discrepancy Gender Overall indicator of discrepancy Score of an individual statement Mean value (points) No difference % (persons) Maximum discrepancy (%) "Conflict" discrepancy (%) Boys 35.7 ± 24.17.3 (4) 1.353.6 Girls 36.7 ± 16 .62.4 (4)0.563.0
The analysis of various aspects of self-representations of medical students, first of all, indicates the high values of their reflexivity - self-cognitive activity. This confirms the ideas of E. Erickson about the identity crisis (feelings of stable possession of one's own Self) in adolescence.
The successful passage of this period is indicated by low locus scores (most of the students' answers are subjective - evaluative - in nature).
According to social science, people organize and direct their behavior in accordance with their subjectively determined personal qualities, and not the role characteristics of the objective social statuses they occupy. High values of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса.
The results of the study will be presented in the form of diagrams.
Diagram 1
Aspects of Self-Representations of Medical Students
An analysis of gender differences in the self-image revealed a higher reflexivity in girls. This is confirmed not only by the indicator of the degree of reflexivity, but also by the level of self-acceptance. Hypothetically, this may indicate a less successful overcoming of the identity crisis by young men.
The results of the study of the self-image are consistent with the data we obtained earlier from studying the coping behavior of students. High self-cognitive activity of students and a positive level of self-acceptance can be considered as factors contributing to the choice of the most constructive basic coping strategies and individual coping styles.
Diagram 2
Differences between "I-real" and "I-ideal"
When analyzing the discrepancy between the I-real and I-ideal, it is necessary to take into account modern scientific views on this problem.
In Western European literature, the problem of discrepancy (disparity) between the I-real and I-ideal is studied in line with psychoanalytic theory, cognitive and humanistic psychology. In each of them, the essence and significance of this discrepancy is understood differently.
Psychoanalytic theories talk about the development of the super-I - the highest authority in the structure of mental life, which plays the role of an internal censor. 3. Freud and A. Freud believed that the super-I and I-ideal are one and the same phenomenon. Its formation is a necessary stage in the development of personality. At the same time, an excessively strong discrepancy between the I and the super-I becomes the cause of personal conflicts.
The development of the I-real and I-ideal is also considered in modern psychoanalytic theory. According to this point of view, the development of the I-ideal is an internalization of external, primarily parental, ideals. Representatives of cognitive psychology express the opinion that the obligatory divergence of the I-real and I-ideal accompanies the normal development of a person. As a person grows older, more and more demands are made. In a highly developed personality, these requirements become internal, and this leads to the fact that she will see more differences between the I-ideal and I-real.
In addition, a highly developed personality also implies a high degree of cognitive differentiation, i.e. such a person tends to look for many subtle nuances in his self-concept. High differentiation leads to a significant discrepancy between the I-real and I-ideal. The studies carried out by representatives of this direction show that people with higher indicators of social maturity also have more significant coefficients of discrepancy between the I-real and I-ideal.
In contrast to the psychoanalytic and cognitive approaches, in which the discrepancy between the I-real and I-ideal is considered as a normal phenomenon, representatives of humanistic psychology emphasized its negative character. According to K. Rogers, the congruence of these structures correlates with a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa.
Thus, there are different approaches to understanding the role of this aspect of the self-concept in the social adaptation of the individual.
V.V. Stolin argues that a person's attitude towards himself is heterogeneous. It highlights at least self-acceptance (autosympathy) and self-respect. The discrepancy between the I-real and I-ideal, apparently, forms the basis for the development of self-esteem of a person, which is one of the elements of a person's attitude towards himself.
Self-respect or disrespect is, most likely, a later formation of an attitude towards oneself. Apparently, in the first years the child develops self-acceptance, which is an internalization of the parental relationship. This aspect of self-relationship is unconditional.
The discrepancy between the I-real and I-ideal emphasizes how close or far a person has come to his ideal. Thus, the conditional nature of this aspect of the attitude towards oneself is revealed. It reflects the degree of critical attitude of a person to himself.
The discrepancy between the I-real and I-ideal, as it were, sets the direction of human self-improvement. But this discrepancy should not be too great: ideals should be achievable, real, but a person should not underestimate his capabilities either.
Apparently, there is a certain norm of discrepancies between the I-real and I-ideal, in other words, the norm in the degree of self-criticism:
) an unnecessarily small discrepancy between these structures indicates an unformed critical attitude towards oneself, which indicates the immaturity of the self-concept of a person;
) a very large discrepancy, apparently, indicates excessive self-criticism, which can lead to difficulties in the social adaptation of a person.
This analysis finds its confirmation in the results of our study of the self-image and self-esteem of students of Moscow State University. The dominance of a positive level of self-acceptance and a high level of self-esteem corresponds to low average ODA values. Perhaps this discrepancy between the I-real and I-ideal is "optimal", in which ideals should be achievable, real, but a person should not underestimate his capabilities.
The absence of a difference means the almost complete identification of the I-real with the I-ideal. This congruence of these structures can be an expression of a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa. On the other hand, the absence of discrepancy may reflect a low degree of critical attitude of a person towards himself.
The presence of a maximum and “conflict” discrepancy among students can be an indicator of increased problem loading and a sign of insufficient psychosocial adaptation. Gender differences between boys and girls in terms of "no difference", maximum and "conflict" divergence are also consistent with the results of the study of self-image and self-esteem. The girls revealed: higher reflexivity (the desire for self-knowledge), the evaluative nature of self-description, a higher self-acceptance index and an average self-esteem score.
High values of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса. Анализ гендерных различий Я-образа выявил более высокую рефлексивность у девушек, что подтверждается не только показателем степени рефлексивности, но и уровнем самоприятия. Это может свидетельствовать о менее успешном преодолении кризиса идентичности юношами.
The discrepancy revealed by us between the I-real and I-ideal students, perhaps, is "optimal", in which realistically achievable ideals are combined with an adequate assessment of their capabilities. This pattern is more typical for girls. Students with the maximum and "conflict" discrepancy between the I-real and I-ideal need psychological counseling.
The results of the conducted sociological research can be used in the work of psychological and social services, in the development of a program for the prevention of various forms of socio-psychological maladjustment, as well as in the content of the psychological and pedagogical training of students of this University.
CONCLUSION
One of the methods used in sociological research that allows you to effectively explore the personal "I-concept" of a person is the test of M. Kuhn and T. The theoretical basis for creating this test is the understanding of personality developed by T. Kuhn, the operational essence of which can be determined through answers to the question " Who am I?" addressed to oneself (or another person's question "Who are you?" addressed to a person).
The most important stage in the formation of self-consciousness and one's own worldview, the stage of making responsible decisions, the stage of human closeness, when the values of friendship, love, intimacy can be paramount, is adolescence. The formation of self-consciousness in adolescence is carried out through the formation of a stable image of one's personality, one's "I". Self-consciousness as a system of holistic ideas about oneself, coupled with their assessment, forms the self-concept.
The self-concept is considered as a set of all knowledge and ideas about oneself (self-conceptions). Each of us has a wide range of self-images, that is, what we think of ourselves now, how we imagine ourselves in the future, and how we see ourselves in the past. This spectrum of self-concepts includes “good” selves, “bad” selves, hopes for gaining certain selves. This spectrum also includes selves that we fear and selves that we should be. Such ideas about oneself, attitudes of the personality towards oneself are constantly available for awareness. Important structural elements (modalities) of the I-concept are I-real and I-ideal. The real self includes attitudes related to how the individual perceives his actual abilities, roles, his current status, that is, with his ideas about what he really is. I-ideal - these are attitudes associated with the individual's ideas about what he would like to become. Differences (disparity) of these modalities among themselves can be an indicator of a person's self-development. In order to study the self-concept of students, we studied the features of the self-image, as well as the discrepancies between its two main modalities - the real self and the ideal self.
Diagnostic use of the "Who am I?" test is hampered by the lack of socio-cultural normative indicators, data on validity and reliability. Theoretical and methodological problems of coding answers have not been resolved either. Compared to a standardized self-report, the advantages and disadvantages of this methodology can be described. Advantages of the technique: less influenced by self-presentation strategies, does not limit the subject to the already set limits of the selected statements. Disadvantages: more time-consuming, more difficult to quantify, more susceptible to factors influenced by the linguistic abilities of the subjects.
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This is a simple and very interesting New Year's contest that can be held in any company with any number of people. In order to prepare for it, you should prepare in advance small clean sheets of paper or stickers, which then need to be glued to the forehead. You can make paper hoops on your head, to which you then attach these stickers.
Save enough stickers to be more than the number of your participants. After that, we select the theme of the New Year's Eve based on the age and hobbies of the invited participants. Or we choose some general topics: animals, literary heroes, movie heroes, famous personalities, etc.
The presenter, using a marker, signs the stickers in block letters with a dark marker, while adhering to the chosen topic. If there are many participants, then you need to mix several topics at once to complicate the task.
The essence of the competition is to independently guess the character that he got. To do this, the player should in no case see what was written on his forehead. Each player must ask unequivocally to guess, so that others can answer either yes or no. They play in turn, the first player asks the first question, if the answer is yes, he asks the second and so on, until either he guesses correctly and leaves the game. But if he answered any of the questions - "no". The right to ask questions passes to the next player and so on. The task of each of the players is to leave the number of participants as early as possible. And the last loser depicts with poses and gestures what was guessed.
The essence of the competition is to amuse as many guests as possible and give them the opportunity to show their mind and insight. Jokes and laughter with the correct conduct of the competition are provided to you at the New Year's Eve!
