Methods for diagnosing family and parent-child relationships

Parents become the first educators of a child. In the family, children get acquainted with the rules of human relationships, assimilate life principles and spiritual values. The relationship between parents and children has a huge impact on the formation of personality, which is why they receive so much attention in psychology.

History of the study

The first direction that began to talk about the influence of the family on the development of a child’s personality was classical psychoanalysis. B. Bowlby and M. Ainsworth developed the “attachment theory.” According to her, people caring for a baby give him a feeling of reliability and safety in the world. This creates the basis for further development and inclusion of the child in the social life of society. The baby understands himself through the prism of the relationships of close people. These ideas, formed at an early age, largely determine the behavior of an adult.

Family relationships in which a child is involved in one way or another are called child-parent relationships. They do not always have a positive effect on personality formation. The legislation clearly defines the responsibilities of parents and children. In particular, the father and mother are prohibited from causing mental or physical harm to the health of the child. However, in practice, not all adults know how to interact effectively with children.

The study of the characteristics of parent-child relationships was carried out by various scientists in order to identify the conditions necessary for the formation of a healthy personality.

Classifications

The relationship between children and parents can develop differently depending on many factors. It is important to study them both from the point of view of an adult and from the position of a child. Psychologists distinguish the following types of relationships between parents and their children:

Unconditional acceptance, when the offspring’s negative behavior does not entail a denial of its significance (“I love you, although you are behaving badly now”). This attitude creates confidence in the child’s safety.
Conditional acceptance, when the love of parents is a reward for success, good behavior, obedience. Children in such a family grow up anxious, because they constantly have to earn the love of mom and dad.
Ambivalent attitude. Parents have opposite feelings towards their child. They are characterized by a high level of aggression, the baby is subjected to severe punishment. The rest of the time, adults try to atone for their guilt by showing exaggerated care and attention.
An indifferent attitude when adults do not feel love for children, are indifferent, cold and try to distance themselves from them.
Hidden rejection. Formally, parents regularly fulfill their duties, but at the same time they are constantly dissatisfied with the child and ignore his feelings.
Open rejection. The parent actively demonstrates his dislike for the child, humiliates his dignity, applies cruel punishment, and neglects the child's needs.

Types of relationships between a child and his parents were studied by G. T. Khomentauskas. He identified 4 positions:

"You love me and I love you." The child trusts his parents, is attached to them, and strives for cooperation.
"Mom and Dad live for me." The child has high self-esteem, is selfish and tries to control other family members.
"I will make my parents love me." The child feels rejected, inferior and tries with all his might to please adults.
"You don't need me, leave me alone." The child does not feel the love and care of his parents and shows hostility towards them.

relations

Adults turn to a psychologist when they have problems in relationships with children or when a child has difficulties in communication or learning. Most often, the help of specialists is needed by the family as a whole. Understanding the cause of tension helps

Families have different ideas about the responsibilities of parents and children. Adults have different communication styles and methods of influencing the younger generation. The psychologist tries to see the problem from both sides, studying the position of both the parents and the child. For this purpose, various techniques are used, developed by both domestic and foreign specialists.

Work with children

To see, special techniques are used. The study takes place in a relaxed, playful environment. Most often used:

R. Gilles' technique, which allows us to understand the attitude of children to their family environment. The child is asked to look at pictures depicting people in various situations and choose his place.
Bene and Anthony's test, adapted by domestic psychologists Leaders and Anisimova. It diagnoses emotional relationships within the family. Children are offered 20 figures, from which they must select their relatives, and then in a playful way relate the proposed statements to them.
Questionnaires by Shafer, Markovskaya, etc., where the teenager needs to assess the degree of correctness of the stated provisions.
A. I. Zarov’s technique, which reveals the degree of identification of a child with his mother and father, as well as the characteristics of his attitude towards them.

Diagnosis of parent-child relationships also includes a KRS test. The child is asked to draw a family and then talk about it. The psychologist carefully studies the location and activities of the characters, the features of their depiction, the behavior and emotions of the young artist in the process of work. All this allows us to understand how children perceive their place in it.

Working with parents

It is important for a psychologist to identify the upbringing and causes of deviations. To do this, he invites adults to take various tests. Child-parent relationships can be assessed using the following questionnaires:

PARI (Schaefer, Bell). It allows you to create a portrait of the family in a primary approximation.
ASV (Eidemiller, Justitskis). It can be used to identify psychological disorders in the family.
ORO (Stolin, Varga). This test provides insight into parental feelings and behavioral patterns.
Adult version of the Markovskaya questionnaire. Its main advantage is its mirror nature, thanks to which you can see the interaction in the family through the eyes of both parents and child.

An effective but difficult to implement technique was developed by A. O. Karabanova. Adults are invited to write a free-form history of their motherhood or fatherhood and independently evaluate their successes and failures in this field. As a result, the author’s position on parent-child relationships becomes clear.

The technique was subsequently simplified. Adults were more willing to continue unfinished phrases about the child and their attitude towards him. In this version, it is often used by psychologists in the diagnostic process.

Types of education

After testing, family characteristics become clear. Psychologists talk about 4 types of upbringing, most often found in a mixed form. These include:

Diktat. Adults suppress the child, actively using violence and orders to educate. When resisting, they use threats, deception, and coercion. As a result, children grow up to be dependent, lacking initiative, and unsure of their abilities.
Guardianship. The child is surrounded with care, they try to satisfy all his desires, and they strongly protect him from difficulties. This often leads to rebellion during adolescence. When they become adults, such people find themselves defenseless in the face of life’s difficulties and find it difficult to fit into the team.
Non-interference. Parents are passive and practically do not participate in raising the child. From an early age he is left to his own devices, solving problems without the help of adults. Such children grow up to be independent, but they do not know how to trust other people and feel lonely.
Cooperation. Parents respect the child as an individual, allow him to act independently, but are always ready to help. Family members support each other and spend a lot of time together. Children with such upbringing grow up self-confident and open to fruitful communication.

Main disorders observed in families

The relationship between parents and children who turn to psychologists often turns out to be disharmonious. There are many reasons for this. Nevertheless, the most common problems in parent-child relationships were identified. Here is their list:

Hypoprotection. The child is not given enough attention. Adults can reject him like Cinderella, limit themselves only to formal care (food, clothes, textbooks), and bribe their offspring with expensive gifts. The last option is child neglect.
Overprotection. The child is surrounded by increased care, he is often made the idol of the family, all wishes are fulfilled and no punishment is applied. At the same time, adults completely control the life of their offspring, protecting them from difficulties.
Controversial parenting. Family members make incompatible demands on the child or dramatically change their attitude towards him during a divorce, the birth of a second child, etc.
Increased responsibility. Children are made demands that they cannot meet. For example, a child is required to always be ahead of his peers or is entrusted with caring for his younger brother after his father leaves.
Cruel treatment. The child is punished for every offense, all sorts of vices are attributed to him. In this case, no incentives are used in the family.
Cult of illness. Parents raise children with illnesses in an atmosphere of permissiveness and try to protect them from any responsibilities. The kids begin to feel that those around them should feel sorry for them and fulfill all their whims.
Education outside the family. The child lives in a boarding school or with distant relatives, with virtually no contact with mom and dad.

Correction methods: working with parents

Psychological assistance is necessary for families in difficult situations. Problems can be caused by external changes (age-related crises in children, divorce of parents, death of a loved one) or the individual characteristics of specific people. Correcting parent-child relationships involves creating a favorable climate in the family and teaching adults how to properly communicate with a child.

It is important that they recognize the problem and want to solve it. A psychologist uses various techniques in his work. Child-parent relationships can be fixed, but it requires a lot of strength and patience. Most often used:

Adults are taught to accept and support their child. To improve family relationships, parents need to:

Show love for the child and pride in him.
Rely on the strengths of the offspring and not remind of past failures.
Find common activities, fool around more and laugh with your children.
Allow the child to independently solve feasible problems and correct the consequences of his mistakes.
Avoid harsh punishments and criticism.
Listen and hear children, instill optimism in them, rejoice at the smallest progress.

Corrective work with a child

It is difficult for children to understand the motives of their behavior and to understand what makes their parents act in one way or another. But their psyche is more plastic. Correcting parent-child relationships allows you to correct upbringing mistakes in a timely manner and avoid problems in the adult life of a grown-up child.

The psychologist tries to create a relaxed atmosphere in the lesson so that the young client relaxes and begins to freely express his feelings and thoughts. The absence of other family members from the consultation allows for an outlet for repressed conflicts present in child-parent relationships. Techniques that help to do this are listed below:

Game therapy. With the help of dolls, a child can reproduce disturbing communication situations, express anger or fear towards loved ones, and become aware of his feelings. The conventionality of what is happening eliminates negative consequences, removes internal pressures and restrictions.
Art therapy. By being creative, the child liberates himself and allows unconscious fears and experiences to come out. Children express themselves using paints, crayons, clay and glue, so it is important to approve the end result of their activities, regardless of its quality.
Fairytale therapy. The easiest way to explain a difficult situation to a child is through the adventures of magical characters. The characters experience the same problems as the little client, demonstrate different ways to solve them, and help you look at the situation from an unexpected angle. gently influence the child’s emotions and subconscious, teach him productive ways of behavior.

Correction methods: interaction between child and adult

Group activities in which all family members participate are very important for building new parent-child relationships. The methods used by psychologists allow you to see from the outside your typical behavior and its impact on loved ones. As a result, there is a desire to correct the situation and create a warm microclimate in the family.

Psychologists use:

Art correction, when adults and children paint a picture together. At the same time, all the main problems in the relationships between family members become obvious. With adults, they need to be analyzed and in the next lessons given a task aimed at building a new type of behavior.
Game communication that allows you to relieve emotional stress. Parents and children become equal partners and begin to understand each other better. The most effective are outdoor games (for example, overcoming an obstacle course together), building with Lego, and sand therapy.
Bodily psychocorrection, which allows you to bring the family closer together through massage and special exercises. At the same time, muscle tension is released and emotional rapprochement occurs.
"Hour of the Star". Family members take turns trying on the role of “star”. The rest of the class participants should pay extra attention to the lucky one, play games chosen by him, and make pleasant surprises.

The psychology of parent-child relationships is extremely complex. In each case, an individual approach and utmost correctness of the specialist providing assistance are required. Nevertheless, if desired, a way out can be found, even if the situation initially seems to be a dead end.

Golubeva E.V., Istratova O.N.

The article presents experience in diagnosing types of parent-child relationships according to the classification of A.V. Petrovsky - “Dictat”, “Guardianship”, “Non-interference”, “Cooperation” - using the Parental Attitude Questionnaire (PAT) by A.Ya. Vargi, V.V. Stolin. The criteria developed by the authors of the article for correlating the types of parent-child relationships according to A.V. are presented. Petrovsky with the characteristics of the ORO Test scales. The correlation between the types of parent-child relationships used by modern parents of primary schoolchildren has been established.

Key words: types of child-parent relationships, methods for diagnosing child-parent relationships.

Childhood is the subject of attention of researchers in various fields of science as a significant and responsible period in a person’s life. An important role in the development of a child and the formation of his personality is played by the family and the system of intra-family and child-parent relations that exists within it.

The modern family is included in various spheres of society and is influenced by macrosocial factors. Profound social changes in our country in the 90s of the 20th century could not but affect the family as the most vulnerable part of the social organism. These transformations have led to an increase in the number of low-income and destructive families in which children are involved in criminal activities and become victims of violence. From the point of view of the conditions created for the development of children, outwardly prosperous families are also problematic, in which the subjective state of the child, as a result of improper upbringing, can be characterized by long-term emotional trauma.

Consulting psychologists G.V. Burmenskaya, O.A. Karabanova, characterizing the psychological problems of children from families that are prosperous in terms of their socio-economic status, note that “the practice of counseling is increasingly faced with a decrease in the duration and impoverishment of the content of communication in the family, a lack of warmth, attentive attitude towards each other, the disappearance of truly joint forms of useful activity of a child with adults or general leisure. The place of personal and cognitive communication is increasingly occupied by its narrowly pragmatic forms - regarding everyday life, regime, control over academic success, and encouraging children is reduced only to its material forms.”

Thus, the problem of parent-child relationships, which has been relevant throughout the development of psychological science and practice, remains acute at the present stage.

etc.) attempts have been made to conduct a comprehensive study of parent-child relationships and highlight the features of pathogenic types of upbringing leading to emotional disorders in children.

So, A.Ya. Varga, by parental relationship, means the holistic system of feelings of the parent towards the child, i.e. features of his perception and understanding of the child’s character and actions, as well as behavioral stereotypes practiced by the parent in communicating with the child.

Exploring the structure of parental attitudes, A.Ya. Varga is based on a dynamic two-factor model of parental attitudes proposed by E. Schaefer and R. Bell, in which the main factors are emotional (love - hate or acceptance - rejection) and behavioral (autonomy - control).

AND I. Varga identifies the following components of the parental attitude: integral acceptance-rejection of the child by the parent, which determines the cognitive component; interpersonal distance, which determines the degree of emotional closeness of the parent to the child, characterizing the emotional component; the form and direction of control over the child’s behavior, which determines the behavioral component.

In this regard, A.Ya. Varga proposes to consider the types of parental attitudes as established patterns of their interaction with children, determined by various combinations of these components - cognitive, emotional and behavioral. She identified the following four types of ineffective parental relationship structures observed in parents who cannot cope with raising children: accepting-authoritarian, rejecting with infantilization and social disability, symbiotic, symbiotic-authoritarian. Based on the above provisions, the author together with V.V. Stalin developed a method for diagnosing the characteristics of a parent's position in relation to a child - the Parental Attitude Questionnaire (PAQ).

6" method question consists of the following five scales, expressing certain aspects of the parental relationship:

") “Rejection”. This scale expresses a general emotionally negative (rejection) or emotionally positive (acceptance) attitude towards the child;

2) "Cooperation". This scale expresses the desire of adults to cooperate with the child, their manifestation of sincere interest and participation in his affairs;

3) "Symbiosis". The questions on this scale are aimed at finding out whether the adult strives for unity with the child or, on the contrary, tries to maintain a psychological distance between the child and himself. This is a kind of contact between a child and an adult;

5) “Infantilization.” This scale shows how adults feel about the child’s abilities, his strengths and weaknesses, successes and failures.

For each of the 5 scales you can score high, medium, or low. High scores indicate significant development of the above aspects of the parental relationship, while low scores indicate that they are relatively poorly developed.

Both the one described above and most other classifications of types of parental attitudes, while fully meeting the needs of psychological services, are focused mainly on pathogenic options, leaving “favorable” ones without attention. In the questionnaire developed by A.Ya. Vargoy, V.V. Stolin, there is a “Cooperation” scale, which expresses the desire of adults to cooperate with the child, but it is not involved in identifying the types of parental relationship structures.

From this point of view, A.V.’s typology of parent-child relationships is more complete. Petrovsky, who identifies four tactics of upbringing in the family and four types of parent-child relationships that correspond to them, which are both a prerequisite and a result of their occurrence: dictate, guardianship, non-interference and cooperation.

“Dictat” in the family is manifested in the systematic suppression by some family members (mainly adults) of the initiative and self-esteem of other family members.

Parents can and should make demands on their child based on the goals of education, moral standards, and specific situations. However, influence in the form of orders and violence encounters the child’s resistance. In this case, children may react with outbursts of rudeness, deception, and hypocrisy. If the child’s resistance is broken, then “many valuable personality traits are broken along with him: independence, self-esteem, initiative, faith in oneself and in one’s capabilities.”

“Custody” in a family is a system of relationships in which parents, while ensuring through their work that all the child’s needs are met, protect him from any worries, efforts and difficulties, taking them upon himself.

“Dictat” and “guardianship” of parents, although different in essence, coincide in their results: children lack independence, initiative, they find themselves removed from resolving issues that concern both them personally and the family.

The negative consequences of “guardianship” as a family education tactic are that the issue of meeting the child’s needs and protecting him from difficulties comes to the fore, rather than the active formation of his personality. “Guardianship as an educational tactic is an outright enemy of labor education, because the ward, first of all, is protected from effort and responsibility,” writes A.V. Petrovsky. Children raised in conditions of overprotection turn out to be unadapted to adult life, incapable of personal and collective responsibility. If parents reduce custody to a reasonable minimum from the early childhood of their child, controlling only

general aspects of education (health, morality, etc.), and provide him with independence and responsibility in solving everyday problems, thereby contributing to the formation of his mature personality.

“Non-interference” is a system of interpersonal relations in the family, based on the recognition of the possibility and even expediency of independent coexistence of adults and children. “The separateness of the worlds of children and adults is often literally declared: let the child grow up independent, independent, uninhibited, free,” notes A.V. Petrovsky. At the same time, parents shy away from performing educational functions, and the child does not feel part of the family and does not share the joys and difficulties of relatives and friends. If necessary, the child turns out to be unable to get involved in general family problems.

“Cooperation” as a type of relationship in a family presupposes the mediation of interpersonal relationships by common goals and objectives of joint activity, its organization and high moral values.

A family in which the predominant type of relationship is cooperation becomes a group of a high level of development - a team. This type of relationship is optimal for achieving the goals of morally justified education, as opposed to “dictation”, “guardianship” and “non-interference”.

Such a family is characterized by fairness in the distribution of daily responsibilities between parents and children, and adequate assignment of responsibility for successes or failures in the joint activities of family members. The most important characteristic of a family with a cooperative type of relationship is cohesion as a manifestation of value-orientation unity.

Currently, foreign and domestic psychology has significant experience in diagnosing child-parent relationships. Thus, psychologist-consultants G.V. Burmenskaya, O.A. Karabanova, based on practical work experience, recommend using the following methods to diagnose interpersonal relationships that have developed in the family [", 2].

A. Offered to the child:

") technique for drawing a family and its modification;

2) an adapted version of Rene Gilles’ technique;

3) various variants of the “Unfinished Sentences” technique;

4) modification of the self-assessment methodology;

5) children's apperception test CAT;

6) methodology “Model of the personal sphere”;

7) children's test “Emotional relationships in the family” Bene - Anthony.

B. Offered to parents:

8) parental behavior style questionnaire (Eidemiller);

9) anamnestic questionnaire;

"0) parent essay “The Life Story of My Child”;

"") Varga-Stolin Parental Relations Questionnaire.

B. Offered alternately to children and parents:

“2) a self-assessment technique in the form where, for example, parents evaluate the child and an assessment for the child, and then there is a discussion of its differences from the self-assessment received from the child himself, and vice versa;

"3) a questionnaire for studying the interaction of parents with children by I. Markovskaya.

D. Suggested for the “child-parent” dyad:

"4) variants of the test for joint activity, known under the general name “Architect-Builder”, where the child and the parent try, for example, to verbally describe in dialogue a rather complex drawing invisible to the partner so that the partner can reproduce it correctly.

D. Equally suitable for children and adults:

"5) Etkind's color test of relationships.

Other methods for diagnosing interpersonal relationships in the family are also known. Despite the significant number of methodological tools available to psychologists, even today there remains a certain need for methods for diagnosing child-parent relationships.

One of the problems in diagnosing child-parent relationships that research psychologists face is the need to give a complete, succinct and, at the same time, brief description of the profiles of child-parent relationships they diagnose. Such a characteristic should include not only pathogenic ones (as, for example, in the classification of inharmonious types of education according to Eidemiller and Justitsky), but also “favorable” options.

The above typology of parent-child relationships by A.V. fully meets these requirements. Petrovsky. However, methodological difficulties arise here - in known works there is no methodology that provides information about the prevalence in the family of one or another type of parent-child relationship according to the classification of A.V. Petrovsky.

One possible solution to this problem may be the development of criteria for correlating the types of parent-child relationships “Dictate”, “Guardianship”, “Non-interference”, “Cooperation” with the characteristics of the scales of one of the well-known and widely used methods for diagnosing child-parent relationships. As such a methodology, we chose the Parental Attitudes Test Questionnaire (PAQ) by A.Ya. Varga, V.V. Stolin. Apart from the possible “refinement” of the theoretical principles on which the questionnaire is based, or “adjustment” of the peculiarities of interpretation of the results that can be obtained when using it, we chose this reliable and widely used diagnostic tool for an empirical study of the severity of types of parent-child relationships according to A .IN. Petrovsky in modern families. This typology allows us to identify the optimal type of parent-child relationship, diagnosing it not just as

“the absence of features that cause pathological changes in the child’s personality,” but as a type of relationship that has characteristics (well-defined) that contribute to the realization of the goals of morally oriented education. As noted by E.O. Smirnova, M.V. Bykova, “despite the variety of terms and concepts, in almost all approaches one can notice that the parental attitude includes two opposite moments: unconditional (which contains components such as acceptance, love, empathy, etc.) and conditional (objective assessment, control, focus on developing certain qualities).” Taking into account some commonality between different typologies of child-parent relationships, we have developed criteria for correlating the results of parents filling out the ORO Test with the type of child-parent relationship they use (see table "). The test score, which is decisive in diagnosing a particular type, is highlighted in bold. type of parent-child relationship.

Table "

Diagnosis of types of parent-child relationships

Type of parent-child relationship Score on the scales of the questionnaire of parental attitudes toward children

I Rejection II Cooperation III Symbiosis IV Authoritarian hypersocialization V Infantilization

Diktat high, medium medium, low medium, low high high, medium, low

Guardianship average, low average, low high high, average, low high average

Non-intervention high, medium, low medium, low low low medium, low

Cooperation medium, low high medium, low medium, low medium, low

As can be seen from the table, when diagnosing the “Dictate” type of parent-child relationship, the determining factor is a high score on the “Authoritarian hypersocialization” scale, indicating that an adult behaves too authoritarian towards a child, demanding unconditional obedience from him and asking him strict disciplinary framework. He imposes his will on the child in almost everything. A “dictator” parent cannot receive high scores on the “Cooperation” and “Symbiosis” scales, and low scores on the “Rejection” scale, since this type of parent-child relationship excludes relations of equality and implies a certain psychological distance between the adult and the child. When diagnosing the “Dictat” type of relationship, scores on the “Infantilization” scale can be either high (the child is perceived as an unintelligent being) or average or low (the child’s personality and his abilities are perceived adequately).

When diagnosing the “Custody” type of relationship, the determining factor is a high score on the “Symbiosis” scale: an adult always tries to be closer to the child, satisfy his needs, and protect him from troubles and efforts. A parent using the “Custody” type receives low or average scores on the “Rejection” scale, since his attitude towards the child is positive or neutral, suggesting affectionate care and participation. Inadequate parental care is expressed in its obvious inconsistency with the age characteristics of the child and excludes the child from showing responsibility and initiative in resolving issues that concern him personally, and, moreover, the family as a whole. Therefore, such a parent receives high and average scores on the Infantilization scale and low or average scores on the Cooperation scale. Scores on the “Authoritarian Hypersocialization” scale can be either high (unquestioning suppression of the child’s desires to show his independence), or average or low (upbringing like a “little god”).

“Non-interference” is characterized, first of all, by the lack of control on the part of parents, even in such matters as academic success, participation in feasible work activities, and adherence to moral standards. Therefore, such a parent receives low scores on the “Authoritarian Hypersocialization” scale. In addition, this type of parent-child relationship is characterized by a significant psychological distance between parent and child, and the isolation of the worlds of children and adults. This characteristic of the parent-child relationship is reflected in the fact that parents score low on the Symbiosis scale. The life of relatives and their concerns remain closed to the child, just as the difficulties and joys experienced by the child remain beyond the attention of the parents. They may be unable to jointly solve problems or cooperate even at critical moments. Therefore, the parent scores low or average on the Cooperation scale. The parent’s desire for his child to grow up independent, independent, and uninhibited is reflected in the fact that the parent receives low and average scores on the “Infantilization” scale. When diagnosing the “Non-Interference” type of relationship, scores on the “Rejection” scale can be either high (positive attitude towards the child, respect and recognition of his individuality), or medium or low (negative feelings towards the child: irritation, anger, frustration).

When diagnosing the type of child-parent relationship “Cooperation,” the determining factor is a high score on the “Cooperation” scale (in this case, the names of the type of child-parent relationship and the questionnaire scale are synonymous). A parent who uses this type of parent-child relationship does not score high on the “Rejection”, “Symbiosis”, “Authoritarian Hypersocialization”, “Infantilization” scales. This is due to the following characteristics of this type of parent-child relationship: an emotionally positive attitude towards the child, encouraging his independence and autonomy, reducing control over his actions to a reasonable minimum, adequate perception of his age and personality characteristics.

The most controversial from a theoretical point of view is the correlation between the type of parent-child relationship “Cooperation” and the ORO test scale “Cooperation”. In our opinion, statements related to the “Cooperation” scale: “I am very interested in the life of my child,” “I always take part in the child’s games and activities,” characterize the mediation of interpersonal relationships in the family by the tasks of joint activities of the child and the parent. The parent’s agreement with the statements “Parents should not only demand from the child, but also adapt to him, treat him with respect as an individual,” “I often admit that the child is right in his own way in his demands and claims,” etc. expresses his readiness to proceed from a single moral norm (to himself as to another, to another as to himself) when making demands on the child. The statement “Children learn early that parents can make mistakes” reflects the adequacy of assigning responsibility for failures in the joint activities of family members. Thus, the questions on the “Cooperation” scale reflect the main characteristics of the “Cooperation” type of parent-child relationship. One of the significant features of “Cooperation” as a type of parent-child relationship is cohesion, under which

A.V. Petrovsky understands such a characteristic of the system of intra-group connections, which shows the degree of coincidence of the group’s assessments, attitudes and positions in relation to objects (persons, tasks, ideas, events) that are most significant for the group as a whole. It seems to us that the statement “When making decisions in the family, the child’s opinion should be taken into account,” as well as other statements of the “Cooperation” scale, characterize such features of the structure of child-parent relationships that contribute to the development of the child’s personality tendency to perceive his family as a source of value orientations.

Let us note that in some cases it is not possible to unambiguously identify one or another type of parent-child relationship. If a parent scores high on several scales that are diagnostic of different types of parent-child relationships, then the type of relationship is “mixed.” If the scores on all scales of the questionnaire are average, this indicates an “unstable” type of parent-child relationship, which may be associated with the immaturity of the parental position and educational uncertainty in young parents.

We made an attempt to study the current correlation of types of parent-child relationships in families with children of primary school age. To diagnose the type of family relationships, the ORO Test by A.Ya was used. Varga,

B.V. Stolin. To correlate the results of parents filling out the ORO Test with the type of parent-child relationship, we used the criteria we identified.

The subjects were the parents of 02 children 7-8 years old, 2nd grade students at a school in Taganrog.

We present the data obtained from the ORO test in the form of a histogram. On the abscissa axis we note the names of the scales of the questionnaire, and on the ordinate axis we note the percentage of subjects who scored low, average or high points on them.

Figure 1. Scores received by parents on the ORO test scales

In general, parents more often score average on such scales as “Rejection”, “Cooperation”, “Symbiosis”, “Hypersocialization”, which indicates the average severity of these aspects of parental attitude towards children. On the “Infantilization” scale, parents often score low, which indicates an attitude towards children in accordance with their age, respect for the child’s thoughts and feelings.

An analysis of the results of filling out the questionnaire by parents in accordance with the criteria indicated in table "showed that the type of child-parent relationship in 30 cases is either mixed (a high test score on several scales indicates the presence of several types of relationships at the same time) or unstable (scores on all scales of the questionnaire are average), or do not coincide between the father and mother of the child, i.e., contradictory; in 72 cases it is possible to determine one or another type of parent-child relationship, of which:

a) diktat is diagnosed in “6 cases;

b) guardianship is diagnosed in 23 cases;

c) non-intervention is diagnosed in 4 cases;

d) cooperation is diagnosed in 29 cases.

Let's present the data in the form of a diagram.

Figure 2. Correlation of types of parent-child relationships

The results of the study showed that cooperation and guardianship are the most common types of parent-child relationships observed in families.

Thus, our research represents the experience of reducing a large number of aspects of parent-child relationships (high, medium or low level of child rejection in the family, etc. according to four other characteristics) to one of the types of parent-child relationships according to A.V.’s classification . Petrovsky: “Dictat”, “Guardianship”, “Non-interference” and “Cooperation”.

A practicing psychologist, having received information about the type of child-parent relationships in a child’s family, can predict his most likely further personal development, since the influence of one or another type of child-parent relationship on the development of the child’s personality and character has been described quite fully by A.V. Petrovsky (including the most optimal of them - “Cooperation”). A research psychologist, having correlated the results of a parent’s completion of the ORO Test with one of the types of child-parent relationships, is able to operate with brief and succinct characteristics for research purposes (for example, unite subjects into groups according to types of parent-child relationships).

Literature

". Burmenskaya G.V. Psychological examination of children of preschool and primary school age - M.: UMK "Psychology", 2003.

2. Burmenskaya G.V., Karabanova O.A. and others. Age-related psychological approach to counseling children and adolescents - M.: “Academy”, 2002.

3. Varga A.Ya. Structure and types of parental relationships: Author's abstract. Ph.D. dis. -M., "986.

4. Ovcharova R.V. School psychologist's reference book. - M.: “Enlightenment”, “Educational Literature”, “996.

5. Petrovsky A., Petrovsky V. Are parents always right? Psychology of education - M.: Publishing house "AST", 2003.

6. Petrovsky A.V., Yaroshevsky M.G. Psychology - M.: “Academy”, 2002.

7. Petrovsky V.A., Polevaya M.V. Alienation as a phenomenon of parent-child relationships // Questions of psychology. - 200". - No. ".

8. Smirnova E.O., Bykova M.V. Experience in studying the structure and dynamics of parental attitudes // Questions of psychology. - 2000. - No. 3.

“Analysis of family relationships” (FAA)

The questionnaire for parents in two versions – children’s and teenagers’ – is intended to analyze family upbringing and the reasons for its violation. The questionnaire can be used in the study of those problem families where there are nervous children and adolescents with obvious character accentuations and behavioral deviations.

“The Faces of Parental Love”

This questionnaire will help both father and mother assess the basis on which their attitude towards the child is based.

“Measure of Caring”

Many violations in the behavior and development of a child are associated with insufficient or excessive attention from parents. This test will help you figure out how correct the educational position is.

Methodology for identifying children with parents, questionnaire by A. I. Zarova

Using the technique, the competence and prestige of parents in the perception of children, and the characteristics of emotional relationships with parents are diagnosed.

PARI (parental attitude research instrument) technique

is intended to study the attitude of parents (primarily mothers) to different aspects of family life (family role, to the child: optimal emotional contact, excessive emotional distance with the child, excessive concentration on the child). The authors are American psychologists E.S. Schaefer and R.K. Bell. This technique was widely used in Poland (Rembowski) and Czechoslovakia (Kotaskova). T.V. has been adapted in our country. Nesheret.

Parental Attitude Questionnaire (PAQ)

The test questionnaire is a psychodiagnostic tool aimed at identifying parental attitudes among people seeking psychological help on raising children and communicating with them. Parental attitude is understood as a system of various feelings towards the child, behavioral stereotypes practiced in communication with him, peculiarities of perception and understanding of the child’s personality, his actions.

“The behavior of parents and the attitude of teenagers towards them” E. Shafer (POR - Teenagers about their parents)

The purpose of the test is to study the attitudes, behavior and methods of raising parents as their children see them in adolescence.

“Family Education Strategies”

Using this test, you can evaluate your family parenting strategy (style): authoritative, authoritarian, liberal and indifferent.

Parent-Child Communication Scale A.I. Barkan

Using this scale, you can approximately understand the state of the baby at the moment and at a given time, find out how they communicate with the child at home, what emotions predominate in the process of communication between the child and the parent.

testoteka.narod.ru

Diagnosis of parent-child relationships

Diagnosis of parent-child relationships helps to find out what exactly the child feels when he is in his own home, what experiences and worries torment him every day.

With the help of special tests, we can understand what kind of situation prevails in the family and how this affects the fragile personality of the child.

Diagnosis according to E. Bene-Anthony, “Sad Mom”
Diagnosis in primary school age

Adults often do not notice or are not able to see what is really happening, but the baby always subtly senses the slightest changes in the relationships of the parents, the family atmosphere, and this, of course, affects his personality and future.

Using the methods presented, you will be able to identify mature or emerging problems in the perception of the child’s situation and, if desired, correct the situation within the family.

How can you tell if something is wrong with your child? Why are tests needed?

Ideally, before rushing into adulthood, a child inevitably goes through the institution of family.

It is here that he will be instilled with certain skills, and it will depend only on adults whether he will grow up sociable or unsociable, self-confident or tormented by doubts.

Sometimes it’s not even noticeable how much his parents and the atmosphere in the house influence him. “He has always been quiet”, “He has been like this since birth” - this is a common mistake.

It’s just that the degree of parental influence knows no bounds and begins from the very birth (if not from conception) of the baby. The child feels everything!

And if the situation becomes tense, an experienced psychologist will always notice this.

Problems identified in a timely manner are easier to solve

Signs of deviation:

Increased anxiety
Closedness
Hyperactivity
Deterioration in academic performance
Difficulty communicating with peers
Lack of initiative

A child, starting from the age of three and up to adolescence, can be demonstrative.

He will try to achieve success in everything, cram his lessons to the last drop of strength, or, on the contrary, he will become a notorious “robber”, doing anything to get attention.

In fact, this is direct evidence of a lack of love, a feeling of abandonment, of uselessness to anyone.

The baby suffers and with this behavior he simply tries to get a bit of parental love for himself.

It's not always the family's fault.

Often they care and appreciate him sufficiently, but this is not enough due to an exaggerated need.

Adults often do not notice what is really happening to their children

The other side of the coin is withdrawal and isolation. This often happens if a child cannot withstand the demands of an adult and expectations put too much pressure on him.

Here, too, everything depends on the behavior of the parent.

Perhaps, after testing your child, it would be right for you to take the “Family Education Strategies” test to identify your true attitude towards your child.

This will require the work of a psychologist with both parents to correct their behavior.

There can be many anomalies and each one manifests itself differently.

It is important that the diagnosis of parent-child relationships in preschool educational institutions is not perceived aggressively as a way to “get into our affairs.”

Adults often underestimate childhood experiences, thereby aggravating the child’s condition

Testing, on the contrary, will help identify the problem and provide recommendations for a solution.

There are no difficult children; there is a completely unsuitable environment for their development and growth.

Help a child psychologist adequately understand the situation, and he will definitely come to the rescue.

The methods listed below are presented in free form for your reference; the questionnaires themselves will be provided to you by a psychologist or can be found on the Internet.

Perhaps you would like to conduct them yourself, at home.

This is doable, but remember that the diagnosis of parent-child relationships, in all its diversity and the degree of development of the child’s personality, is revealed more accurately only by an outsider, an uninterested person.

And you are just as interested as anyone, so it would be best to trust an experienced pro.

It all depends on the complexity, for example, “a drawing of a family” can be freely interpreted by almost everyone.

Advice: if you are given the task to take the test in parallel with your child, do not refuse and do not ask to bring it later. It is important for a psychologist to communicate with you during the process and observe your behavior.

The techniques listed below will easily help you determine what is really going on with your child.

“Family Drawing” - a simple and effective technique

It is designed for children, teenagers, and even adults.

It is worth starting from the moment when the child is able to draw people not as “tadpoles” with arms and legs, but as creatures with a head, neck, and torso.

Do not set any restrictions or give clear instructions.

Just ask them to draw the family in the way the subject wants. Prepare a simple pencil and half a landscape sheet in advance.

Too much space can confuse him.

Do not give this set an eraser; if the child insists, give him a new sheet, and then compare them with each other.

If something is not going well in the family, children feel it very subtly

It is important to make it clear that this is not a task for the sake of a grade, and no one will scold you.

Keep track of who will be drawn first and who will be drawn last and avoid any reproach.

During this diagnostic of parent-child relationships, intended for preschoolers, ask to sign each object: “mom”, “dad”, “Nusya the dog”, etc.

You will be surprised how, for example, brothers can be signed by their sister: “my little brother Maxik” and “Victor”.

The difference is colossal, isn't it? Inanimate objects are also important in terms of the role they play in the life of the child and his family (from his point of view).

And this does not always indicate materialism.

It’s just that your favorite phone is a constant thing, it is a source of pleasure and information and will not disappear anywhere, unlike a person.

When processing data, consider the following rules:

There can be no coincidences in a drawing; it’s all an expression of feelings. If someone is not drawn, this indicates either aggression towards a relative or a lack of emotional contact.
Is the baby not in the picture? Two options are possible: he does not care about this unit of society or he cannot find his place in the family.
The size of an object always indicates its importance and role for the artist. The one who is taller has more power, in his opinion.
Ask them to name and sign each character. Even if the number matches your data, perhaps he drew Santa Claus instead of dad.
Fictional characters express what is missing. This is an imaginary relationship. Find out everything about this creature and you will understand the feelings of the baby.
The character closest to the child drawn is psychologically closer. It may not even be a mother, but a beloved cat.
If the family is depicted as small at the very top of the sheet, this indicates low self-esteem and a high level of demands on oneself. At the very bottom (the clear place at the top of their heads) is low self-esteem and level of aspirations.

If you cannot cope with the problem yourself, contact a child psychologist

If someone worries or frightens him especially strongly, the drawing will be circled several times, shaded, or vice versa, depicted with a light touch of the tip of the pencil.

Distortions on the right side of the body indicate problems of a social nature.

For adults it’s work and school, for a child it’s kindergarten and school.

Distortions on the left side indicate problems with close people (small arm or leg).

The size of the head indicates the amount of intelligence, and the eyes indicate the mental state.

After all, in a baby’s picture of the world, eyes are given to cry and express emotions and ask for support.

Warm, trusting relationships with loved ones will help your child settle in life easier.

Large ones - anxiety, small “dots” - afraid to ask for help, feels fear.

With the help of the ears, a person listens to others, and the mouth is a symbol of aggression.

It is big among critics, people who constantly shout and swear.

The presence of a neck indicates the ability to control your feelings. Hands in the perception of the subject are the ability to act.

The more clearly they are drawn, the more confident he feels in the world. These can be a kind of “mittens” or 5 fingers.

If there are more of them, then he feels very confident and senses his power. Pay attention to the area of support at your feet.

This is a symbol of a stable position in life, especially if they stand on the ground line and not above it.

Tip: Give your child as much time as he needs. Don't push or rush.

Special tests will help identify the problem

Diagnosis of parent-child relationships in the family according to E. Bene-Anthony, “Sad Mom”

The following diagnosis of parent-child relationships proposed by E. Bene-Anthony is suitable for teenagers and even very young children.

The difference lies in the examiner's approach; a teenager can read the cards independently, but a child will need to read them out loud.

You should purchase or make yourself 21 paper figures that will symbolize family members (people).

They must be of different genders and ages, ranging from infants to elderly people.

Make sure they are all different and very distinctive. The last character is Mr. Nobody.

It will be possible to turn to him if the proposed statement does not find its place among the intended family circle.

Ask your child to draw his family

Each figure should have a place for cards (envelope).

Sit down with your child at the table and invite him to fantasize, imagine that one of these characters is his family, let him choose them.

Then the baby is asked questions that he must assign to a specific paper man.

They are divided into the following categories:

Positive emotions coming from the baby (whom he loves, who plays with...)
Negative emotions coming from the baby (whom he hates, who makes him angry...)
Positive emotions received by the baby (do you like to kiss?, Are you happy with...?)
Negative emotions received by the baby (you scold, you spank...)

Moreover, this diagnosis of parent-child relationships and similar techniques should be carried out in two directions.

Asking who you love and who loves you, who you hate and who hates you, etc.

The diagnostic option for parent-child relationships in adolescence focuses on two types of positive relationships: weak and strong.

The first is friendship, the second is manipulation, intimate mental contact, experiences based on the first manifestations of sexuality.

Indulgence and overprotection, as well as expressions of hostility, are studied.

The “Sad Mom” diagnostic consists of a drawing depicting a sad woman and a man.

Instructions are given: “The artist drew mom and dad in the room. Dad looks out the window, and mom is very sad and upset about something.

A psychologist will probably be able to help you understand what is happening

Why do you think she is in a bad mood?” After it, the child can give his own vision of the situation.

You will be surprised how sensitively children feel the situation in the house and how they perceive any quarrel in their own way. There are basically three types of responses.

First group (the child blames himself): “Because their son ran away,” “Their daughter ruined their mood.”

The second indicates a personal quarrel between the parents: “Mom didn’t prepare food for dad,” “Dad doesn’t allow mom to communicate with her friends.”

The third talks about extraneous reasons: “Because the weather is bad”, “The stove is broken”, etc.

This technique reveals the degree to which children are focused on quarrels in the family and their perception of the situation.

This is especially true if the couple has broken up or is divorced. Pay attention to the child’s emotions and ask clarifying questions.

The third group of answers is preferable.

Advice: adults should take the following tests: “Measure of Caring”, Parental Attitudes Questionnaire (A.Ya. Varga, V.V. Stolin), Shafer’s Parental Attitudes and Reactions Inventory (PARI).

Children often associate themselves with animals

Diagnosis of parent-child relationships in primary school age - children's apperception test (CAT)

The Children’s Apperception Test will help you understand several categories at once: what he needs and what he expects, will clarify his attitude towards parents and peers, the level of aggressive anxieties and fears, and the presence of intrapersonal conflicts.

Children love games, and even more so they like to associate themselves with animals (as Freud also believed), so this test will only bring them pleasure.

The technique is suitable for children from 3 to 10 years old.

There is a time limit (40 minutes), but you must secretly monitor it without bothering your child.

Give out images one by one, because children love to play with everyone at once; this will break the thread of the story.

A timely solution to the problem will help you create a strong, happy family

Let's look at the images:

3 chickens are sitting at the table, in front of them is a bowl of food. The image of a chicken is visible in the distance. The topic highlights the problem of competition between brothers and eating behavior.
Three bears have a tug of war. On one side there is an adult, on the other there is a bear and a cub. The animal is associated with the baby himself. And tug of war is about competition between mom and dad. Which side will the baby take? Is it aggressive competition or friendly play?
A lion sits on a throne, with a cane nearby. Below is a picture of a mink with a mouse. This image is most often seen as a father figure or guardian. Let the subject tell whether the lion is evil or good, why does he need a cane, who is the mouse? Isn't it the child himself?
Mother kangaroo walks with kangaroo cubs. The theme of competition between brothers and sisters and the attitude towards the youngest in the house is most often hidden here.
Two bear cubs are lying in a crib in the elders’ room. Provides an opportunity to speak out about hidden embarrassments, experiences and observations.
Two adult bears are sleeping in a dark cave, with a bear cub in the foreground. The question of jealousy, the trinity, the problem of masturbation.
An angry tiger is chasing a monkey. A fairy tale can be filled with the theme of fear, struggle, violence or a fun chase. It all depends on the reaction.
There are 3 monkeys sitting in the room, one of them is talking to a small monkey. The expected situation is considered: a reprimand, encouragement or a simple conversation.
The little hare sits in a crib in a dark room. The problem of fear of abandonment and loneliness.
A puppy lies in the arms of an adult dog in the bathroom. If this is a punishment, then for what, if a game, then what?

life-reactor.com

Tests Child-parent relationships

Parental attitude towards the child

The parental attitude questionnaire is a professional psychodiagnostic tool aimed at identifying the parental attitude of people seeking psychological help on raising children and communicating with them. The questionnaire consists of 5 scales: acceptance-rejection, cooperation, symbiosis, control, attitude towards the child’s failures.

Parental attitudes and reactions towards the child

Parental attitude research instrument (PARI) - a questionnaire of parental attitudes and reactions - is a professional psychological tool developed by American psychologists E.S. Schaefer, R.K. Bell. This test is designed to explore issues related to family life and raising children.

Types of parenting

This technique is intended to diagnose the types of child rearing that parents resort to. Types of upbringing diagnosed using this test: “family idol”, overprotection, hypoprotection, neglect, “Cinderella”, “iron gloves”, increased moral responsibility, “cult of illness”, “crown prince”, contradictory upbringing, “change of upbringing models” .

Types of parental love

Level of child care

This questionnaire is designed to assess the type of parent-child relationship - paternal or maternal. The questionnaire can help the father and mother assess the basis on which their attitude towards the child is based.

psicoterapia.ru

A selection of methods for diagnosing parent-child relationships

TEST “DRAWING OF A FAMILY”

(CORMAN L.)

SOURCE: Loseva V.K. Drawing a family: Diagnosis of family relationships. M., 1995.

Target: diagnostics of intrafamily 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 anxiety in him.

Scales: relationships in the family, attitude towards family members, attitude towards close relatives

Stimulus material:sheet of white paper (20 29), 6 colored pencils (black, red, blue, green, yellow, brown), eraser.

Procedure: the situation in the family, which the parents evaluate positively, may be perceived by the child in a completely opposite way. Having learned how he sees the world around him, his family, his parents, and himself, you can understand the causes of many of the child’s problems and effectively help him in solving them.

The child is given a simple pencil of medium softness and a standard blank sheet of A4 paper. The use of any additional tools is excluded.
Instructions: “Please draw your family.” No instructions or clarifications should be given. To answer questions that arise in the child, such as “Who should be drawn and who should not be drawn?”, “Should I draw everyone?”, “Should I draw grandfather?” etc., you should answer evasively, for example: “Draw the way you want.”

While the child is drawing, you should unobtrusively observe him, noting points such as:

order of filling the free space.

the order in which the characters appear in the picture.

start and end times of work.
The occurrence of difficulties when depicting a particular character or elements of the drawing (excessive concentration, pauses, noticeable slowness, etc.).
Time spent on individual characters.
The child’s emotional mood while depicting a particular character in the drawing

sequence of drawing parts;

pauses longer than 15 seconds;

erasing details;

spontaneous comments from the child;

emotional reactions and their connection with the depicted content.

After finishing the drawing, ask your child to sign or name all the characters in the drawing.
After the drawing is completed, the second stage of the study begins - conversation. The conversation should be light, relaxed, without causing a feeling of resistance and alienation in the child. Here are questions to ask:

Whose family is shown in the picture - the family of the child, his friend or a fictitious person?
Where is this family located and what are its members doing currently?
How does the child describe each of the characters, what role does he assign to each in the family?
Who is the nicest in the family and why?
Who is the happiest and why?
Who is the saddest and why?
Who does your child like best and why?
How does this family punish children for bad behavior?
Who will be left at home alone when they go for a walk?
From a conversation with a child, which is traditionally held after the drawing process itself, you should learn:

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

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

what gender each character is, and what is his role in the family;

which of them is the nicest and why, who is the happiest and why;

who is the saddest (the child himself of all the characters?) and why;

if everyone gathered for a car ride, but there was not enough space for everyone, then which one of them would stay at home;

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

Here is one of the approaches to interpreting the “Family Drawing” test - Korman's method.“Kinetic drawing of a family” – Burns method– can be used together
with the above and provide additional information.

PROCESSING AND INTERPRETING TEST RESULTS

The resulting image, as a rule, reflects the child’s attitude towards the members of his family, how he sees them, and what role he assigns to each in the family configuration.

1. Assessment of the overall structure

What we see in the picture: indeed, a family, the members of which are depicted together, standing close together or busy doing some common task, or are they just several isolated figures that have no contact with each other. It should be borne in mind that this or that image of a family situation may be is connected with the real situation in the family, or may contradict it.

If, for example, family members are depicted holding hands, then this may correspond to the real situation in the family, or it may be a reflection of what is desired.
If two people are shown close to each other, then perhaps this is a reflection of how the child perceives their relationship, but at the same time it does not correspond to reality.
If a character is distant from other figures, this may speak of the “distance” that the child notices in life and highlights it.
Placing one family member above the rest, the child thereby gives him an exceptional status. This character, according to the child, has the greatest power in the family, even if he draws him as the smallest in comparison with the size of the others.
The child tends to place the one below the others, whose influence in the family is minimal.
If the child above all interferes with his little brother, then, in his opinion, he is the one who controls everyone else.

2. Determining the most attractive character

It can be identified by the following signs:

He is depicted first and placed in the foreground;
he is taller and larger than the other characters;
made with more love and care;
the rest of the characters are grouped around, turned in his direction, looking at him.

A child can highlight one of the family members by depicting him in some special clothes, giving him some details and in the same way depicting his own figure, thus identifying himself with this character.

The size of a particular family member speaks of the meaning that this character has for a child. For example, if the grandmother is drawn larger than the father and mother, then most likely the relationship with the parents is currently in the background for the child. On the contrary, the least significant character in the drawing is depicted as the smallest, drawn last and placed away from the rest. A child can deal with such a character more categorically: cross it out with a few strokes or erase it with an eraser.

Strong shading or strong pencil pressure when depicting a particular figure, they reveal the feeling of anxiety that the child experiences in relation to this character. Conversely, just such a figure can be depicted using a weak, thin line.

The preference of one or another parent is expressed in the fact that Which parent did the child draw himself closer to?, what facial expression can be read in the figures of the parents.

Distance between family members– one of the main factors reflecting the child’s preferences. The distances in the figure are a reflection of psychological distance. Thus, the closest people are depicted in the drawing closer to the figure of the child. The same applies to other characters: those whom the child places next to in the drawing are, in his opinion, close in life.

3. Child about himself

If The child highlights his figure the most in the drawing, draws himself more carefully, drawing all the details, depicting more vividly, so that he catches the eye, and the rest of the figures form just a background, then thereby he expresses the importance of his own personality. He considers himself the main character around whom life in the family revolves, the most significant, unique. A similar feeling arises based on the parental attitude towards the child. Trying to embody in the child everything that they themselves could not achieve, to give him everything that they were deprived of, parents recognize his priority, the primacy of his desires and interests and their auxiliary, secondary role.

Small, weak figure, depicted surrounded by parents, in which the child recognizes himself, can express a feeling of helplessness and a demand for care and attention. This situation may be due to the fact that the child is accustomed to the atmosphere of constant and excessive care that surrounds him in the family (often observed in families with an only child), therefore he feels weak and can even abuse this by manipulating his parents and constantly demanding from them help and attention.

The child can draw himself close to parents, pushing aside the rest of the family. Thus, he emphasizes his exceptional status among other children.

If a child draws himself next to father and at the same time exaggerates the size of his own figure, then this probably indicates a strong sense of competition and the child’s desire to take the same strong and authoritative place in the family as the father.

4. Additional characters

When drawing a family, a child can add people not related to the family circle, or animals. This behavior is interpreted as an attempt to fill voids, compensate for the lack of close, warm relationships, compensate for the lack of emotional connections, etc. So, for example, a boy, being the only child in the family, can include in his drawing cousins or brothers, the most distant relatives and various animals - cats, dogs and others, thereby expressing the lack of close communication with other children and the need to have a constant companion in life. games with whom one could communicate on equal terms.

The picture may also contain fictional characters, which also symbolize the child’s unmet needs. Having not received their satisfaction in real life, the child satisfies these needs in his fantasy, in imaginary relationships. In this case, you should ask your child to tell you more about this character. In his answers you will find what he really lacks.

The child can draw close to one of the family members a domestic animal that is not actually present. This may indicate the child's need for love, which he would like to receive from this person.

5. Parent couple

Usually parents are depicted together, the taller and larger father is placed on the left, the shorter mother on the right, followed by other figures in order of importance. As already noted, it should be borne in mind that a drawing does not always reflect reality; sometimes it is only a reflection of what is desired. A child who is being raised by one parent may nevertheless portray both of them, thereby expressing his desire for their union to be restored.

If the child draws one parent with whom he lives, this means his acceptance of a real-life situation to which the child has more or less adapted.

One of the parents may be in an isolated position in the picture. If the figure of a parent of the same gender as the child is depicted apart from the others, then this can be interpreted as the child’s desire to be with a parent of the opposite sex. Jealousy caused by the Oedipus complex is a completely normal phenomenon for a child before he reaches puberty (on average 12 years).

The case when the figure of the child and the parent of the opposite sex are removed from each other, may, apparently, be considered as a minor violation of the natural order of relationships with the parent of the other sex.

If in the picture parents communicate with each other, for example, holding hands, it means that in life there is close psychological contact between them. If there is no contact in the picture, then most likely there is none in reality.

Sometimes a child, ignoring the real situation, depicts one of the parents as being unnaturally large, this often involves a maternal figure. This suggests that in his eyes this parent is perceived as a suppressive figure who suppresses any manifestation of independence and initiative. If a child has formed an image of one of the parents as a dominant, suppressive, hostile, frightening person, then he is inclined to give his figure a large size compared to the figures of other family members, without taking into account their actual physical size. Such a figure can be depicted with large hands, demonstrating through his pose an imperious, dictatorial attitude.

In contrast, a parent who is not taken seriously by the child, ignored, disrespected, is portrayed as small in size, with small hands or no hands at all.

6. Identification

In the family picture, there is also such an indicative factor as identification. The child easily identifies himself with one or another character in his drawing. He can identify himself with his father, mother, sibling.

Identification with same-sex parent corresponds to the normal state of affairs. It reflects his desire to have a preferential relationship with a parent of the opposite sex.

Identification with older sibling, regardless of gender, is also normal, especially if there is a noticeable age difference.

Sometimes a child may identify with additional characters outside the family. What is identification expressed in? The figure with which the child identifies himself is depicted as the most attractive and complete; she is given more time. In addition, the results of the conversation usually provide plenty of information about this. In the conversation on which one should rely most, completely opposite things are often revealed. It turns out that a child can identify himself with the most nondescript character in the picture, who has unclear outlines, is placed aside from everyone else, etc. Such a case suggests that the child is experiencing great difficulties and tension in relationships with his family and himself.

7. Refusal to depict a particular family member

If the child draws himself away from the rest of the family, then he probably experiences a feeling of loneliness and isolation.

If the child is completely absent from the picture, then we can talk about the same thing, but in a much stronger manifestation. Experiences such as feelings of inferiority or a sense of lack of community, alienation, also force the child to exclude himself from the family picture. Similar examples can often be seen in family drawings made by adopted children. Parental dissatisfaction, excessive criticism, comparisons with brothers or sisters in an unfavorable light contribute to the formation of low self-esteem and suppression of the child’s motivation to achieve. In a milder form, this manifests itself when the child draws himself last.

A common occurrence in children's drawings - refusal to draw younger sibling. Explanations such as “I forgot to draw my brother” or “There wasn’t enough room for my younger brother” should not mislead you. There is nothing accidental in the drawing of a family. Everything has its own meaning, expresses certain feelings and experiences of the child in relation to people close to him.

It is quite common for an older child to be jealous of his parents towards a younger child, since he receives most of the parents' love and attention. Since in reality it restrains the manifestation of feelings of discontent and aggression, these feelings find their way out in the family drawing. The younger sibling is simply not shown in the picture. By denying its existence, the child removes the existing problem.

Another reaction may also occur: the child may depict a younger sibling in the drawing, but exclude oneself from the family, thus identifying himself with a rival who enjoys the attention and love of his parents. The absence of adults in the picture may indicate a negative attitude of the child towards this person, the absence of any emotional connection with him.

List of indicators in the Family Drawing test

· Absence of self - feeling of being rejected in the family;

· another family member - his or her low significance for the child; conflict; negative (ambivalent) attitude.

· The presence of family members who are absent in reality - the perception of one’s family as insufficient, defective.

Including pets is a lack of communication, a need for emotional warmth.

· Relationships “higher - lower” (by height or location) - relationships of dominance, subordination.

A particularly small image of oneself is depression or abandonment; overprotection;
parent - the idea of his low importance in the family;
brother or sister - competitive relationship.
A particularly large image of oneself is a claim to a leading role in the family;
parent - the idea of his great importance in the family;
brother or sister - the idea of his (her) dominant role in the family, jealousy.
The facing of family members towards each other, spatial proximity, hand contact - close emotional contacts in the family.
Super-dense arrangement of figures - super-close connections in the family;
need for emotional intimacy.
The distance of all family members from each other - disunity of family members, weakness of emotional contacts between them;
one of the family members from the others - his weak connection with the rest;
yourself from the rest - a feeling of isolation in the family.
The arrangement of children and adults in separate groups means weakened emotional ties between children and parents.
The isolation of the family image from the rest of the sheet space is the closed life of the family, its isolation from the social environment;
all family members from each other: separation by lines, location in different rooms - a serious violation of intra-family contacts;
one of the family members: separation by line, location in another room - conflicting relationship with this
family member; his very high isolation in the family;
* yourself - a feeling of being an outcast in the family.
* The pose and facial expression of a family member, details - are interpreted, as in the “Drawing of a Person,” in relation to the child’s perception of this family member.
* Image of a family member from the back or in profile, turned away from the others - a conflict relationship with this family member;
* The image of oneself turned away from others - a conflictual attitude towards the family as a whole; feeling rejected by other family members.
* Sloppy or schematic drawing compared to "Drawing of a Person"
* all family members or most of them - lack of emotional attachment to the family; conflict attitude;
* one of the family members - a negative or conflicting attitude towards this family member;
* yourself - a feeling of low importance in the family, rejection.
* Hatching, dashed or multiple lines, erasing, corrections, increased pressure (in comparison with the “Drawing of a Person”) when depicting
* all family members or most of them - tense emotional atmosphere in the family;
* one of the family members - a tense, conflictual or ambivalent attitude towards this family member;
* yourself - dysfunctional emotional sense of self in the family.
* Aggressive symbolism: a fist, a raised large palm, sharp nails, a weapon or a sharp instrument in the hands - aggressive behavior of this family member.
* teeth - verbal aggression of a given family member.
* A large number of items: furniture, things - lack of emotional communication in the family.

Let us present the main criteria by which the features of intrafamily relationships can be assessed in more detail (Loseva V.K., 1995; Dileo D., 2001).

1. The absence of one family member in the picture means:

A. The presence of unconscious negative feelings towards this person, which the subject perceives as forbidden: “I should love this person, but he annoys me, and this is bad, so I will not draw him.”
B. Lack of emotional contact with this character - it is as if he is not in the subject’s inner world.

A. Difficulties in self-expression in relationships with loved ones associated
with a feeling of inferiority: “They don’t notice me here,” “It’s difficult for me to find my place here”;
B. Indifference to loved ones (lack of involvement): “I don’t strive to find my place here,” “Nothing worries me here.”

3. Leaf space is an analogue of living space. As in real life, in the plane of the sheet each person unconsciously strives to take as much space for himself and the products of his activity as he, in his opinion, deserves. In other words, if he has low self-esteem, then he takes up little space in the real world and, drawing on a piece of paper, will take up only a small part of it. On the contrary, people are confident, well-adjusted, draw freely, on a grand scale, and can take up the entire sheet.

4. Position of the drawing on the sheet. If a group of small figures is depicted at the bottom of the sheet, this indicates a combination of low self-esteem with a low level of aspirations: “I have already given up a lot of things in life, but even the little that I pretend to achieve is not working out for me.” If a small image is placed at the top of the sheet, and the large lower part of the sheet is empty, this indicates that low self-esteem is combined with a high level of aspirations: “I want a lot of things in life, but I won’t get much.”

5. The inanimate objects depicted in the picture are the object of special affection of the family and often replace its members.

6. The size of the depicted character or object expresses its subjective meaning for the child and shows what place in his soul the relationship with this character or object occupies at a given moment in time. Size is used to express importance, fear and respect.

7. Image of the head. The author considers the “smartest” member of the family to be the one to whom he drew the largest head.

8. Image of the mouth. A large and/or shaded mouth is a symbol of aggression and attack. If a person has no mouth or is depicted as a dot, then he does not have the right to express his opinion and influence others.

9. Image of hands. The more powerful a character is perceived to be, the larger his hands. The absence of hands in children over 6 years of age is an indicator of shyness, passivity, mental retardation. Hidden hands express feelings of guilt. Exaggerated hand size, prominence of the hands and fingers - indicates a tendency towards aggression.

10. Portrayal of an outside character. The image in the drawing of a character who does not officially belong to the family (for example, a member of a related family, a family friend, etc.) speaks of unmet needs in relation to this character. The subject realizes these desires in his fantasy, in imaginary communication with a given person. The same tendency is indicated by the presence of a fictional (for example, fairy-tale) character.

11. Positioning yourself in the space of a sheet opposite another person indicates a good (close) relationship with him.

12. According to the principle of vertical hierarchy, the person highest in the picture is the person who, in the author’s opinion, has the greatest power in the family (although he may be the smallest in size). Below everyone is the one whose power in the family is minimal.

13. The distance between characters (linear distance) is associated with psychological distance. Whoever is closest to the subject psychologically, he portrays as closer to himself spatially. The same applies to other characters: whom a given person perceives as close to each other, those he will draw next to each other.

14. Characters who are in direct contact with each other are in equally close psychological contact. Characters who are not touching do not have such contact.

15. The character or object that causes the greatest anxiety in the subject is depicted either with increased pressure, or is heavily shaded, or its outline is circled several times. But in some cases it may be outlined by a very thin, shaky line. The author seems hesitant to portray him.

16. Characters with large, dilated eyes are perceived by the author as anxious, restless, and in need of being saved. Characters with eyes like “dots” and “slits” carry an internal ban on crying, that is, they are afraid to ask for help.

17. Image of legs. The larger the area of support at the feet, the more firmly the character is perceived as standing on the ground. Absence of feet, small, unsteady legs are a sign of insecurity, instability, lack of a strong foundation, lack of a basic sense of security.

18. Point of reality. If the characters in the picture are depicted in one row, you need to mentally draw a horizontal line along the lowest point of the legs. Then only those people who stand on this line have support in reality. The rest, “hanging in the air,” according to the subject, do not have independent support in life.

Symptom complexes of a child's drawing of a family

Symptom complex Symptoms

1. Favorable family situation

1. General activities of all family members – 26.
2. Predominance of people in the picture – 16
3. Image of all family members – 26.
4. Absence of isolated family members – 2b
5. No shading – 1b
6. Good line quality – 1b
7. Lack of hostility indicators – 26
8. Adequate distribution of people on sheet –1b.

2.Anxiety in a child

1. Hatching – 2b
2. The base line is indicated - 16
3. Line above the picture – 1b
4. Line with strong pressure - 1b
5. Erase – 2b
6. Exaggerated attention to detail – 1b
7. Predominance of things – 1b
8. Double or broken lines – 1b
9. Emphasizing individual details - 1b

3. Conflict in the family

1. Barriers between figures – 2b.
2. Erasing individual figures – 2b.
3. Absence of main body parts in some figures – 2 points.
4. Selecting individual figures – 2b.
5. Isolation of individual figures - 2b.
6. Inadequate size of individual figures – 2b.
7. Family member standing with his back turned – 1b.
8. Absence of a family member in the picture – 2b.

1. The author of the drawing is disproportionately small - 2b.
2. The location of the figures on the bottom of the sheet is 2b.
3. Isolation of the author from others – 2b.
4. All figures are small - 1b.
5. The author’s figure is motionless compared to others – 1b.
6. Absence of the author – 2b.
7. The author stands with his back – 1b.

5.Hostility in a family situation

1. Aggressive position of the piece – 1b.
2. One figure on another sheet or on the other side of the sheet - 2b.
3. Crossed out figure – 2b.
4. Deformed figure – 2b.
5. Reverse profile – 1b.
6. Arms spread out to the sides - 1b.
7. Disproportionally large hands – 1b.

Let's look at a few examples. One of the common situations is when a child is jealous of his younger brother (he receives most of the love and attention of his parents), but restrains his manifestations of aggressiveness, because he feels that his parents may not like it. Therefore, he fears that his jealousy will be noticed and he will be punished by subsequent deprivation of love from his parents.

In the picture, such a child will have no younger brother. By denying its existence, the child solves the problem by destroying the source. He can depict only his younger brother in the picture, excluding himself from the family, identifying himself with a rival who enjoys the attention and love of his parents. Freeing himself from family ties and identifying himself with his younger brother, the child simultaneously denies the existence of the problem and the associated feelings of anxiety.

So, if the child:

I took pleasure in drawing the family - the favorable microclimate in the house in which he lives;

refuses to draw - unpleasant memories are associated with the family;

the one he drew first is of greatest importance to the child;

portrayed himself as big - self-oriented, that is, the hysterical type;

portrayed himself as small - an indicator of insignificance in the family;

giant mom and little dad - psychological harmony in the family is disrupted, mom is significant;

all the figures are very small - the child has depression, anxiety, depression;

draws without gender distinction - delayed sex education;

large legs are a sign of a significant place in the family, small legs are an unstable position in the family;

the head is shaded (reminiscent of a view from the back) – he has withdrawn into himself;

closed face - the child does not like to be in the family;

mouth, lips large, bright - a sign of aggression;

a girl draws eyes with eyelashes - she wants to be liked, she has great sexual energy;

a pause while drawing, erases or crosses out the drawn image - perhaps this person evokes unpleasant memories or fear in the child;

all family members in cells are not a friendly family, many are alienated;

the presence of a TV, a carpet - the child’s preference is given to individual drawn objects;

draws lighting fixtures, the sun - which means he is experiencing a lack of heat in the family;

just home instead of family is a source of threats, reluctance to go there;

the presence of a doll or dog in the drawings – there is not enough warmth in the family, seeks communication with animals and toys;

many small details - lack of communication with loved ones;

a lot of black strokes - feels anxious;

refuses to use colored pencils – anxiety and low self-esteem;

if a child draws himself in the center, he feels the most significant, at the bottom of the sheet - the most dependent.

Family drawing analysis

a) comparison of the composition of the drawn and real family:

people are not depicted - strong emotional conflict, dissatisfaction with the family situation;

people not connected with the family are depicted - traumatic experiences associated with the family, feelings of rejection, abandonment, poor contact between the researcher and the child;

reducing the actual composition of the family - they “forget” to draw those family members with whom they have conflicting relationships, who are emotionally less attractive;

the child does not draw himself - a feeling of rejection in the family, a feeling of rejection;

the child draws only himself - egocentricity, unformed sense of community;

increase in family composition - unmet mental needs, search for a person who can satisfy the child’s needs for close emotional contacts;

b) location of family members:

family cohesion, unity in common actions, joined hands - psychological well-being;

disunity of family members – low level of emotional connections;

c) grouping of family members, psychological microstructures of the family:

draws another family member next to him - an emotional connection;

the physical distances of individual family groups reflect different levels of emotional connection;

separate groups – confrontation in the family.

Analysis of features of graphic presentations
family members

a) number of body parts: if the head, hair, ears, eyes, pupils, eyelashes, neck, eyebrows, nose, mouth, shoulders, arms, hands, fingers, legs, feet, a large number of body parts are present - a positive attitude; sketchiness, incompleteness of the drawing - a negative attitude towards the person;

b) the number of colors used for drawing figures: variety of colors, positive bright colors - good attitude towards family; dark colors, monotony of color – conflict, negative perception of the family;

c) the size of the figures denotes an expression of superiority, significance, strength;

a large size of one’s own image means the insignificance of the “I” in the family, the requirement for guardianship;

identical figures - equality, equal value of family, cooperation;

large raised hands with long fingers - aggressive desires, the desire to be strong;

no hands, small hands - powerlessness, excessive control from the outside;

no face, no head - violations in the sphere of communication;

teeth, big mouth – verbal aggression.

Analysis of the drawing process

a) sequence of drawing family members:

the first image is the main, most emotionally close person;

the last image is a less significant person, a negative attitude;

if at the beginning of the drawing objects and animals are depicted - a defensive reaction of a child in a dysfunctional family situation;

b) erasure, pauses, return to drawn details: dominant experience, highlighting the main thing;

pauses – conflict relationships;

erasure with subsequent improvement - positive emotions, with deterioration - conflict with this person;

c) spontaneous comments: clarify the meaning of the drawn content to the child, weaken internal tension, on which image there were comments - on such a person there is more tension, the possibility of conflict.

Thus, the interpretation of the drawing is conditionally divided into three parts:

Analysis of the drawing process.

Analysis of the structure of the drawing, comparison with a real family.

Interpreting graphic presentations of family members.

Main characteristics Interpretation

Additional interpretation

One figure on another sheet or on the other side of the sheet.

Aggressive position of the figure.

Crossed out figure.

Deformed figure.

Reverse profile.

Arms spread out to the sides.

Fingers are long and pointed

infourok.ru

Child-parent relations among adolescents (DROP) « Psychological tests

Scales: acceptance, empathy, emotional distance, cooperation, decision making, conflict, encouraging autonomy, demandingness, monitoring, control, authoritarianism, providing rewards, implementing punishments, inconsistency of the parent, uncertainty of the parent, meeting the needs of the child, inadequacy of the child’s image, hostility towards towards the spouse, goodwill towards the spouse, relationship satisfaction, value orientations

Topics: relationships, family

Testing: interpersonal relationships · Age: teenagers, schoolchildren
Test type: verbal Questions: 116
Comments: 4 · write

Purpose of the test

The technique allows you to find out a complete and differentiated picture child-parent relationships from a teenager's point of view.

Test instructions

Questionnaire text in writing is preceded by the following instructions: “This questionnaire contains a description of various behavioral characteristics of your parents. Each statement is numbered. The same numbers are on the answer form.

We ask you to evaluate how well your parents' behavior corresponds to the descriptions given. To do this, put the corresponding point on the answer form next to the question numbers as your answer.

1 – if similar behavior does not occur in your father (mother) never;
2 rarely;
3 – if similar behavior occurs in your father (mother) Sometimes;
4 – if similar behavior occurs in your father (mother) often;
5 – if similar behavior occurs in your father (mother) Always.

In questions №№109-116 it is necessary to complete the phrases, for which a special place is allocated on the form.

We ask you to evaluate these statements first in relation to the mother, and then, on another form, in relation to the father.”

Necessary notes:

When conducting a questionnaire in a group, it is better to write down the answer points and words of explanation (1 - never, ..., 5 - always) on the board.
When conducting a group questionnaire, the psychologist tells teenagers that those who does not live with one parent or the other, may not fill out a questionnaire for it.
The psychologist needs to draw the teenager’s attention to the fact that questions 109 – 116 concern not his personal preferences(“I like riding a bike”), and his relationship with his parent (“I like it when she…” “I like her character,” etc.)
Sometimes teenagers find it difficult to choose an answer grammatically. “Now, if “I don’t want to change our relationship in any way” and I agree, then is it “always” or “never”?” You can suggest the following way to select the correct answer: We substitute the phrase for the whole question“It always happens, never, sometimes...” With this formulation of the question, it is easier to understand the grammatical logic of what is happening.
Filling out the questionnaire for two parents at an average pace takes about 45-50 minutes. For younger teenagers, the time increases slightly. If there is a time limit (for example, during a school lesson), it is advisable orient teenagers in time filling out: “in order not to rush at the end of the lesson, now you need to fill out about the fourth column,” “in time, now you need to move on to the second form.”
Some questions are non-specific (for example, “reacts differently to the same events”). From time to time, teenagers ask to comment on some issue (“ For example, you brought a bad grade from school. If she is in a good mood, she will say: “Nothing, it happens,” and if she is in a bad mood, she will swear. The event is the same, but she behaves differently." Before carrying out the technique, the psychologist should review the questions and think through possible examples and explanations.

Test material

Friendly and friendly with me.
He understands what my mood is.
If he (she) is in a bad mood, mine also deteriorates.
Helps me if I ask him.
When arguing, makes me agree with his (her) arguments.
Starts quarrels over trifles.
Respects my opinion.
Entrusts me with responsible tasks.
Knows about my interests and hobbies.
Checks how I completed the assignment.
I must get permission for any action I take.
Thanks me for my help.
Reacts to the same events differently, depending on his mood.
Doubts the correctness of his actions and decisions.
Finds time for me if I need it.
Treats me as if I am older or younger than I actually am.
Takes offense at her husband/wife, even if the problem has already been resolved.
I like our relationship.
I'm sure he loves me.
Guesses my wishes.
If he/she is upset about something, I feel as if this is happening to me.
We have common affairs and interests.
Doesn't listen to my opinion when arguing.
He gets angry and screams.
Allows me to decide how to spend my free time.
Believes that I should fulfill all his (her) demands.
Knows my friends.
Checks my school diary.
Demands my submission in everything.
Knows how to show his gratitude.
Behaves differently in similar situations.
Changes his point of view if I insist on it.
Listens to my requests and wishes.
Acts as if he doesn't understand me at all.
Makes her own plans, independent of the plans of her husband/wife.
I don't want to change our relationship in any way.
He (she) likes me the way I am.
Can cheer me up when I'm sad.
My attitude to a matter depends on how he (s) treats it.
Listens to my wishes and suggestions when we do something together.
When discussing a problem, he imposes a ready-made solution.
Involves other family members into our conflict.
Gives me responsibility for what I do.
Requires more than I can do.
Knows where I spend my free time.
He closely monitors my successes and failures.
He interrupts me mid-sentence.
Pays attention to my good deeds.
It is difficult to determine in advance what will be done in response to this or that action.
Postpones making a decision for a long time, allowing events to take their course.
Makes sure I have everything I need.
I don't understand his words and actions.
Quarrel with husband/wife over trifles.
When I grow up, I would like to have the same relationship with my child.
Interested in what worries me.
He knows how to support me in difficult times.
At home I behave differently, depending on what his (her) mood is.
I can turn to him (her) for help.
Takes my opinion into account when making family decisions
When resolving a conflict, he always tries to be the winner.
If I earn money, he will allow me to manage it myself.
Reminds me of my responsibilities.
Knows what I spend my money on.
Evaluates my actions as “bad” and “good.”
Requires an account of where I was and what I did.
When punishing, he can use force.
His/her demands contradict each other.
Prefers that important decisions are made by someone else.
Buys me the things I ask for.
Attributes to me feelings and thoughts that I do not have.
Takes care of husband/wife.
I'm proud of the relationship we have.
Glad to see me.
Sympathizes with me.
We experience similar feelings.
His (her) opinion on the issue that interests me is important to me.
He agrees with me not only in words, but also in deeds.
When resolving a conflict, he tries to find a solution that would suit both.
Supports my desire to make my own decisions.
Teaches me how to behave.
He knows what time I'll come home.
Wants to know where I was and what I did.
Rejects my proposals without explanation.
He believes that good deeds are already visible, but attention should be paid to misdeeds.
He (she) is easy to convince.
Consults with someone about how best to act in a given situation.
Willingly answers my questions.
He misunderstands the reasons for my actions.
Comes to the aid of her husband/wife, even if it requires sacrifice.

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Finish the sentence:

I like …
I don't like …
I would like …
He (s) wants to see me...
He (she) liked me...
He (she) doesn't like me...
He/she is proud that I...
He/she can't stand...

Key to the test

№	Scales	No. of questions
emotional relationship between parent and teenager
1	Adoption	1	19	37	55	73	91
2	Empathy	2	20	38	56	74	92
3		3	21	39	57	75	93
A block of scales describing the features of communication and interaction
4	Cooperation	4	22	40	58	76	94
5		5	23	41	59	77	95
6	Conflict	6	24	42	60	78	96
7	Encouraging autonomy	7	25	43	61	79	97
Control unit
8	Demandingness	8	26	44	62	80	98
9	Monitoring	9	27	45	63	81	99
10	Control	10	28	46	64	82	100
11	Authoritarianism	11	29	47	65	83	101
12
Providing incentives	12	30	48
Implementation of punishments	66	84	102
Block of inconsistency/consistency of relations
13		13	31	49	67	85	103
14	Parent's uncertainty	14	32	50	68	86	104
Additional scales
15		15	33	51	69	87	105
16		16	34	52	70	88	106
17	Relationship with your spouse
	17	35	53
Kindness towards your spouse	71	89	107
18		18	36	54	72	90	108
19	Value orientations	109	110	111	112
19	Value orientations	113	114	115	116

Processing test results

To find the total score for most scales, you simply add up all the values of the questions that match the key.

The counting scheme is different in the four scales:

Scale No. 5, « Making decisions"(starts with question No. 5): in the first three questions (No. 5, 23, 41) the values are replaced: 1 by 5, 2 by 4, 4 by 2, 5 by 1. The total score is calculated by adding the new values and values three remaining questions.

Scale No. 6, « Conflict” (starts with question no. 6): The total score is calculated by adding the scores of the first three questions. The remaining three questions describe the nature of the conflicts and the winner in the conflict; their values are not taken into account in the total.

Scale No. 12, « Features of providing rewards and punishments"(begins with question No. 12). This scale consists of two subscales: “ Promotions"(questions No. 12, 30, 48) and " Punishments"(questions No. 66, 84, 102). Scores are calculated separately for each subscale.

Scale No. 16, « Inadequacy of the child's image» The score is calculated in total for all questions. In addition, it is possible to analyze the answers to individual questions in order to identify areas of inadequacy.

Scale No. 17, « Relationship with your spouse"(begins with question No. 17). This scale also consists of two subscales: “ Hostility"(questions No. 17, 35, 53) and " Goodwill"(questions No. 71, 89, 107). Scores are calculated separately for each subscale.

Interpretation of test results

Description of the scales of the Questionnaire of Parent-Child Relationships among Adolescents

Block of scales describing features emotional relationships parent and teenager

Adoption(parent's demonstration of love and attention),
empathy(parent’s understanding of the child’s feelings and states),
emotional distance(quality of emotional connection between parent and teenager).

Block of scales describing features communication And interactions

cooperation(joint and equal execution of tasks),
Pdecision making(features of decision making in a dyad)
conflict(intensity of conflicts, winner in the conflict),
encouraging autonomy(transferring responsibility to the teenager).

Block control

exactingness(quantity and quality of declared requirements),
monitoring(parent’s awareness of the teenager’s affairs and interests),
control(features of the parental control system),
authoritarianism(completeness and indisputability of parental authority),
features of rewards and punishments(quality and quantity of assessment impacts provided).

Block inconsistency/consistency of relationships

inconsistency(variability and inconsistency of the parent’s educational methods),
uncertainty(the parent’s doubt about the fidelity of his educational efforts).

Additional scales

satisfaction of needs(quality of satisfaction of the child’s material needs, needs for attention, information),
inadequacy of the child's image(distortion of the child’s image),
relationship with spouse(quality of relationship with the teenager’s other parent),
overall relationship satisfaction(the adolescent’s overall assessment of the quality of the relationship with the parent),
scale of value orientations(this scale contains open-ended questions that help the teenager describe the positive and negative values that influence the relationship with the parent).

Age norms

The table shows age norms for values on scales for older adolescents (14-16 years old). The data were collected on a sample of teenagers in Moscow, the total number of subjects was 130 people.

№	Scale	Mother	Father
1	Adoption	24-28	22-27
2	Empathy	21-25	19-24
3	Emotional distance (high values correspond to low emotional distance)	17-23	18-22
4	Cooperation	22-27	21-26
5	Decision making (high values correspond to a democratic scheme, low values correspond to pressure from the parent)	18-22	16-21
6	Conflict	6-9	6-10
7	Encouraging autonomy	21-26	21-26
8	Demandingness	18-22	17-22
9	Monitoring	19-25	15-21
10	Control	16-23	12-19
11	Authoritarianism	12-18	11-18
12	Features of providing rewards and punishments
	Providing incentives	9-13	9-12
	Implementation of punishments	4-8	4-9
13	Inconsistency of the parent	13-19	13-19
14	Parent's uncertainty	12-17	11-19
15	Meeting the child's needs	21-27	19-23
16	Inadequacy of the child's image	13-17	14-19
17	Relationship with your spouse
	Hostility towards spouse	5-9	6-11
	Kindness towards your spouse	9-14	9-13
18	Relationship satisfaction	20-27	18-26

vsetesti.ru

Parental Attitude Test

Parental attitude is understood as a system of various feelings and actions of adults towards children. From a psychological point of view, parental attitude is a pedagogical social attitude towards children, which includes rational, emotional and behavioral components. All of them are assessed to one degree or another using a questionnaire that forms the basis of this methodology.

The 61 questions of the questionnaire make up the following five scales, expressing certain aspects of the parental relationship:

1. Acceptance - rejection of the child. This scale expresses a general emotionally positive (acceptance) or emotionally negative (rejection) attitude towards the child.

2. Cooperation. This scale expresses the desire of adults to cooperate with the child, their manifestation of sincere interest and participation in his affairs.

3. Symbiosis. The questions on this scale are aimed at finding out whether the adult strives for unity with the child or, on the contrary, tries to maintain a psychological distance between the child and himself. This is a kind of contact between a child and an adult.

4. Control. This scale characterizes how adults control the child’s behavior, how democratic or authoritarian they are in their relationships with him.

5. Attitude towards the child’s failures. This last scale shows how adults feel about the child’s abilities, his strengths and weaknesses, successes and failures.

In conclusion, after describing the methodology, we will return to the analysis and interpretation of its results in terms of these scales.

Questionnaire text

1. I always sympathize with my child.

2. I consider it my duty to know everything my child is thinking about.

3. It seems to me that my child's behavior deviates significantly from the norm.

4. It is necessary to keep the child away from real life problems longer if they traumatize him.

5. I feel sympathy for the child.

6. I respect my child.

7. Good parents protect their child from the difficulties of life.

8. My child is often unpleasant to me.

9. I always try to help my child.

10. There are times when being unkind to a child benefits him.

11. I feel annoyed towards my child.

12. My child will not achieve anything in life.

13. It seems to me that other children are making fun of my child.

14. My child often does things that deserve condemnation.

15. My child is lagging behind in psychological development and looks underdeveloped for his age.

16. My child behaves badly on purpose to annoy me.

17. My child, like a sponge, absorbs all the bad things.

18. Despite all my efforts, it is difficult to teach my child good manners.

19. A child should be kept within strict limits from childhood, only then will he grow into a good person.

20. I love it when my child’s friends come to our house.

21. I always take part in the child’s games and activities.

22. Everything bad constantly sticks to my child.

23. My child will not succeed in life.

24. When people talk about children in a company, I feel ashamed that my child is not as smart and capable as other children.

25. I feel sorry for my child.

26. When I compare my child with his peers, they seem to me more educated and smarter than my child.

27. I enjoy spending my free time with my child.

28. I often regret that my child is growing up, and I remember with tenderness the time when he was still very small.

29. I often find myself being hostile and hostile towards my child.

30. I dream that my child will achieve what I personally failed to achieve in life.

31. Parents should not only demand from the child, but also adapt to him themselves, treat him with respect as an individual.

32. I try to fulfill all the requests and wishes of my child.

33. When making decisions in the family, the child’s opinion should be taken into account.

34. I am very interested in the life of my child.

35. I often admit that the child is right in his own way in his demands and claims.

36. Children learn early that parents can make mistakes.

37. I always take my child into account.

38. I have friendly feelings towards my child.

39. The main reason for my child’s whims is selfishness, laziness and stubbornness.

40. If you spend a vacation with a child, it is impossible to have a normal rest.

41. The most important thing is that the child has a calm, carefree childhood.

42. Sometimes it seems to me that my child is not capable of anything good.

43. I share my child's hobbies.

44. My child can piss anyone off.

45. My child’s grief is always close and understandable to me.

46. My child often annoys me.

47. Raising a child is a complete hassle.

48. Strict discipline in childhood develops strong character.

49. I don't trust my child.

50. Children later thank their parents for their strict upbringing.
51. Sometimes it seems to me that I hate my child.

52. My child has more shortcomings than advantages.

53. The interests of my child are close to me, I share them.

54. My child is not able to do anything on his own, and if he does it, it always turns out wrong.

55. My child will grow up unadapted to life.

56. I like my child the way he is.

57. I carefully monitor my child’s health.

58. I admire my child.

59. A child should not have secrets from his parents.

60. I don’t have a high opinion of my child’s abilities and I don’t hide it from him.

61. A child should be friends with those children his parents like.

Processing and evaluation of results

For each type of parental relationship clarified using this questionnaire, the numbers of judgments associated with this type are indicated below.

Acceptance - rejection of the child: 3, 5, 6, 8, 10, 12, 14, 15, 16, 18, 20, 23, 24, 26, 27, 29, 37, 38, 39, 40, 42, 43, 44 , 45, 46, 47, 49, 51, 52, 53, 55, 56, 60.

Cooperation: 21, 25, 31, 33, 34, 35, 36.

Symbiosis: 1, 4, 7, 28, 32, 41, 58.

Control: 2, 19, 30, 48, 50, 57, 59.

Attitude to the child’s failures: 9, 11, 13, 17, 22, 54, 61.

For each “yes” answer, the subject receives 1 point, and for each “no” answer, 0 points. High scores indicate a significant development of the above types of parental relationships, while low scores indicate that they are relatively poorly developed. Specifically, the assessment and interpretation of the data obtained is carried out as follows.

High scores on the “acceptance-rejection” scale - from 24 to 33 - indicate that this subject has a pronounced positive attitude towards the child. The adult in this case accepts the child for who he is, respects and recognizes his individuality, approves of his interests, supports his plans, spends quite a lot of time with him and does not regret it.

Low scores on the same scale - from 0 to 8 - indicate that the adult experiences mainly only negative feelings towards the child: irritation, anger, annoyance, and sometimes even hatred. Such an adult considers the child a loser, does not believe in his future, has a low opinion of his abilities and often bullies the child with his attitude. It is clear that an adult with such inclinations cannot be a good teacher.

High scores on the “cooperation” scale - 7-8 points - are a sign that the adult shows a sincere interest in what interests the child, highly evaluates the child’s abilities, encourages the child’s independence and initiative, and tries to be on an equal footing with him.

Low scores on this scale - 1-2 points - indicate that the adult behaves in the opposite way towards the child and cannot claim to be a good teacher.

High scores on the “symbiosis” scale - 6-7 points - are sufficient to conclude that this adult does not establish a psychological distance between himself and the child, tries to always be closer to him, satisfy his basic reasonable needs, protect from troubles

Low scores on the same scale - 1-2 points - are a sign that the adult, on the contrary, establishes a significant psychological distance between himself and the child and cares little about him. It is unlikely that such an adult can be a good teacher and educator for a child.

High scores on the “control” scale - 6-7 points - indicate that the adult behaves too authoritarian towards the child, demanding unconditional obedience from him and setting him strict disciplinary boundaries. He imposes his will on the child in almost everything. Such an adult cannot always be useful as a teacher for children.

Low scores on the same scale - 1-2 points - on the contrary, indicate that there is practically no control over the child’s actions by an adult. This may not be good for teaching and raising children. The best option for assessing the teaching abilities of an adult on this scale is average scores, from 3 to 5 points.

High scores on the “attitude to a child’s failures” scale - 7-8 points - are a sign that an adult considers the child to be a little loser and treats him as an unintelligent creature. The interests, hobbies, thoughts and feelings of a child seem frivolous to an adult, and he ignores them. It is unlikely that such an adult can become a good teacher and educator for a child.

Low scores on the same scale - 1-2 points, on the contrary, indicate that the adult considers the child’s failures to be accidental and believes in him. Such an adult will most likely become a good teacher and educator.

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2.2. Diagnosis of parent-child relationships

By
means of diagnosing child-parent
relationship the teacher can get
extensive material to study and
building your future work
both with children and their parents.

Detailed
mental diagnostic examination
child development includes studying
content of contacts between parents and children.
Using diagnostic techniques
he can
obtain information about deviations in
mental development of the child, find out
causes of marital quarrels and conflicts.
These techniques are divided into two groups:
some explore interpersonal relationships
in the “parent-child” system through the eyes
a parent, others through the eyes of a child.

Studying
interpersonal relationships in the system
“parent-child” through the eyes of a parent,
practical family psychologist draws
attention to family characteristics
education:

–
parental attitudes and reactions;

–
parent's attitude towards the child and life
in family;

–
violations of the educational process in
family;

–
reasons for deviations in family education;

–
types of education;

–
level of parental competence
and so on.

These
aspects of the relationship between parents and
children are examined using special
techniques:

Test
Parent-Child Relationships (PARI)
(E.S. Schaefer, R.C. Bell; adapted by T.N.
Neshcheret).

Methodology
PARI (parental attitude research instrument) is intended
to study the attitude of parents (formerly
total, mothers) to different aspects of the family
life (family role). Authors are American
psychologists E.S. Schaefer and R.K. Bell. This
the technique was widely used in Poland
and Czechoslovakia. Adapted in our country
Candidate of Psychological Sciences T.V.
Neshcheret (Appendix
1).

IN
The methodology identifies 23 aspects-signs,
relating to different aspects of the relationship
parents to child and family life. From
There are 8 signs that describe the attitude towards
family role and 15 relate to parent-child
relationships. These 15 signs are divided into
the following 3 groups: 1 - optimal
emotional contact, 2 - unnecessary
emotional distance with child, 3
- excessive concentration on the child.

Every
the trait is measured using 5 judgments,
balanced from the measuring point of view
abilities and semantic content.
The entire methodology consists of 115 judgments.
Judgments are located in a certain
sequences, and the responder must
express your attitude towards them in the form of an active
or partial agreement or disagreement.

Test questionnaire
parental attitude (ORO) (A.Ya.
Varga, V.V. Stolin; Appendix 2).

Test questionnaire
parental attitude (PRO) represents
is a psychodiagnostic tool,
focused on identifying parental
relationships among people applying for
psychological assistance on issues
raising children and communicating with them.
Parental attitude is understood as
system of various feelings towards
towards the child, behavioral stereotypes,
practiced in communicating with him, features
perception and understanding of character
the child’s personality and actions.

Questionnaire
consists of 5 scales:

"Acceptance-rejection."
The scale reflects the integral emotional
attitude towards the child. Contents of one
poles of the scale: the parent likes the child
just the way he is. Parent respects
child's personality, sympathetic
to him. The parent strives to spend a lot
time with the child, approves of him
interests and plans. At the other end of the scale;
the parent perceives his child
bad, unfit, unlucky.
It seems to him that the child will not achieve
success in life due to low abilities,
small mind, bad inclinations.
For the most part, the parent experiences
anger, annoyance, irritation towards the child,
offense. He doesn't trust or respect the child
his.

"Cooperation"
– socially desirable image of parenthood
relationship. The content of this scale
is revealed as follows: the parent is interested
in the affairs and plans of the child, tries to
everyone to help the child, sympathizes with him.
The parent highly appreciates intellectual
and the child's creative abilities,
feels proud of him.
It encourages initiative and independence
child, it is erased to be equal with him.
The parent trusts the child and tries
take his point of view and argue
questions.

"Symbiosis"
– the scale reflects interpersonal distance
in communication with a child. For high scores
on this scale it can be considered that the parent
strives for symbiotic relationships
with baby. The content of this trend
is described as follows - the parent feels
with the child as one, strives
satisfy all the child's needs,
protect him from difficulties and troubles
life. The parent constantly feels
concern for the child, the child seems to him
small and defenseless. Parent's anxiety
increases when the child begins
to become autonomous due to circumstances,
since the parent does not of his own free will
gives the child independence
never.

"Authoritarian
hypersocialization" – reflects the form and
direction of behavior control
child. With a high score on this scale
and parental attitude of this
parent is clearly visible
authoritarianism. The parent demands from
child of unconditional obedience and
disciplines. He tries to impose
the child has his own will in everything, is unable
take his point of view. For manifestations
The child's self-will is severely punished.
The parent closely monitors social
the child’s achievements, his individual
characteristics, habits, thoughts,
feelings.

"Small
loser" – reflects the characteristics
perception and understanding of the child by the parent.
At high values on this scale in
parental relationship of this parent
there are tendencies to infantilize
child, attribute to him personal and social
insolvency. Parent sees
child younger than the real one
age. Interests, hobbies, thoughts
and the child's feelings seem to the parent
childish, frivolous. Child
seems unsuitable
successful, open to bad influences.
A parent doesn't trust his child
is annoyed at his lack of success and ineptitude.
In this regard, the parent tries
protect the child from the difficulties of life
and strictly control his actions.

Methodology
"Family Education Strategies"
(Appendix 3).

Study
interpersonal relations in the system
“parent – child” through the eyes of a child
possible using the following methods:

Graphic
test “Family Drawing” (Appendix 4),
which is widely used in
numerous studies
interpersonal relationships and practical
developments due to the simplicity of the procedure
implementation and accuracy of indicators,
obtained as a result of work.

Basic
criteria for assessing the characteristics of intrafamily
relations were developed by Loseva V.K.
“Family Drawing” technique in Russian
psychology has found application in
clinical studies by A.I. Zakharov.

Methodology
“Family Drawing” is accessible and convenient to use
application in psychological conditions
consultation, has significance,
from the point of view of choosing activity tactics
psychologist-consultant on psychological
correction of interpersonal relationships, so
how it gives an idea of the subjective
the child's assessment of his family, his
places in it, about his relationships with others
family members. In the drawings, children can
express what is difficult for them to express
words, that is, the language of the drawing is more
conveys meaning openly and sincerely
depicted than verbal language.

Due to
attractiveness and naturalness
tasks, this technique helps
establishing good emotional
contact between the psychologist and the child, removes
tension in the situation
examinations.

Especially
productive use of the “Drawing” technique
families" in senior preschool and junior
school age, as received
using this, the results have little dependence
on the child’s ability to verbalize
his experiences, from his ability to
introspection, from the ability to “get used to”
into an imaginary situation, that is, from those
characteristics of mental activity,
which are essential when performing
tasks based on verbal
technology.

2)
Methods for identifying children with parents
A.I. Zarova (Appendix 5).

The
list of diagnostic techniques for
studying parent-child relationships
is not exhaustive.

Based on the understanding of the family as a system, as a field of mutual influence, it can be argued that any changes occurring in the functioning of the family will affect the existence of all its members and, above all,

child development. Children react acutely to any changes in the family. They are especially sensitive to evaluation from adults, their position in relation to them, to the states of their mother and father, and usually react quickly to changes in the stereotypes of everyday life. As a rule, when a family experiences a developmental crisis, both normative and non-normative, the most vulnerable family members are the children.

Children most acutely experience disruption of contact with their parents as a result of long absences of one of them or both of them, lack of warmth and care on the part of parents, divorce, abandonment of a child, as well as in the presence of a pronounced intra-family conflict that affects the nature of parent-child relationships, etc. Thus, positive communication with parents is the most important factor in the normal psychological development of a child.

The study of parent-child relationships comes down to solving two main problems, in accordance with which the choice of methods is carried out (Markovskaya I. M., 2002):

1. Study of interpersonal relationships in the “parent-child” system from the parent’s point of view.

The most important area of activity of a family psychologist is working with parents, because adults who are close to the child determine the formation of a unique social development situation for each child. Studying interpersonal relationships in the “parent-child” system from the point of view of parents, a family psychologist-practitioner pays attention to the features of family education: the attitude of parents towards the child and life in the family, parental attitudes and reactions, violations of the educational process in the family, the causes of deviations in the family education, types of education, level of parental competence.

These aspects of the relationship between parents and children are studied using the following methods:

□ technique for measuring parental attitudes and reactions (PART) (E. Schaefer, R. Bell; adapted by T. N. Neshcheret);

□ Questionnaire “Analysis of Family Relationships” (AFR) (V.V. Yustits-kis, E.G. Eidemiller);

□ parental attitude test (POR) (A. Ya. Varga, V. V. Stolin);

□ questionnaire “Parent-child interaction” (version for adults) (I. M. Markovskaya).

2. Study of interpersonal relationships in the “parent-child” system through the eyes of a child:

P projective graphic test “Family Drawing”;

□ projective technique of R. Gilles;

□ questionnaire “Parent-child interaction” (option for children) (I. M. Markovskaya);

□ questionnaire “Parents are assessed by children” - a modification of the questionnaire “Analysis of Family Relations” (ARA), carried out by I. A. Furmanov and A. A. Aladin.

4.5.1. Questionnaire “Analysis of Family Relationships” (FAI)

The questionnaire for parents “Analysis of Family Relationships” (AFV) (Eydemiller E.G., Yustitskis V.V., 2000) exists in two versions - for children and for teenagers.

The technique is intended to study the experience of parents in raising a child (teenager) and to find mistakes in parental education. It allows you to diagnose dysfunctions in the system of mutual influence of family members, violations in the structural-role aspect of family life and in the mechanism of its integration.

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Diagnosis of parent-child relationships helps to find out what exactly the child feels when he is in his own home, what experiences and worries torment him every day. With the help of special tests, we can understand what kind of situation prevails in the family and how this affects the fragile personality of the child.

Test "Teenagers about Parents"

Description:

The Parental Behavior and Attitudes of Adolescents Towards Them (ADOR) questionnaire examines the attitudes, behavior and parenting methods of parents as their children see them in adolescence.

The basis is a questionnaire that Shafer created in 1965. This technique is based on Shafer’s position that the educational influence of parents (as children describe it) can be characterized using three factor variables: acceptance-emotional rejection, psychological control-psychological autonomy , hidden control - open control. Moreover, acceptance here implies an unconditionally positive attitude towards the child, regardless of the parents’ initial expectations.

Emotional rejection is considered as a negative attitude towards the child, a lack of love and respect for him, and sometimes simply hostility. The concept of psychological control denotes both a certain pressure and deliberate guidance of children, and a degree of consistency in the implementation of educational principles.

The use of the questionnaire in Czechoslovakia on a sample of young people showed the need for its processing and adaptation to sociocultural conditions. A modified version of the questionnaire was proposed by Z. Matejczyk and P. Rzichan in 1983.

In the course of international scientific cooperation of the laboratory of clinical psychology of the Institute. V. M. Bekhterev with the Institute of Psychodiagnostics (Bratislava, Slovakia), this technique was tested on adolescents 13-18 years old in Russia, as provided by the authors of the modification.

Instructions:

Before the experiment begins, the teenager is briefed on the goals and objectives of the study, after which he is given the following instructions:

"2" "1" "0" ".

The teenager is then given a registration form to fill out separately for each parent. There is no fundamental difference between the wording of the statements: in relation to the mother, all statements are presented in the feminine gender, and in relation to the father - in the masculine gender. Moreover, the forms are filled out separately, first, for example, they fill out a form that reflects educational principles for the mother, then this form is given to the experimenter and only after that a similar form is given, where the indicated provisions must be assessed by the teenager as applied to the father.

Test:

My father (my mother)	Yes	Partially	No
Smiles at me very often





































Always forgives me easily

Raw data processing:

After the teenager has filled out both forms (for the father and for the mother), all the data received is compiled into a “score sheet” separately for the mother and father. Then, for each parameter, the arithmetic sum of raw points is calculated.

The positive interest scale includes questions 1, 6, 11, 16, 21, 26, 31, 36, 41, 46.

To the scale of directiveness - 2, 7, 12, 17, 22, 27, 32, 37, 42, 47.

To the hostility scale - 3, 8, 13, 18, 23, 28, 33, 38, 43, 48.

To the autonomy scale - 4, 9, 14, 19, 24, 29, 34, 39, 44, 49.

To the inconsistency scale - 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

Standardized data ranges from 1 to 5 and the norm is the average value, i.e. 3. If the parameter scores 1-2, then we can say that it is weakly expressed, but if 4-5, then the quality being measured is expressed quite clearly.

Then, assessment profiles of relationships with both mother and father are built on a special form.

Interpretation of scales:

1. Evaluation of the mother by the son.

Positive Interest Scale.

First of all, teenage boys see psychological acceptance of their mother in a relatively critical approach to them. Teenagers often feel the need for their mother’s help and support, in most cases they accept her opinion and tend to agree with her. The same forms of behavior such as authority, suspicion, and the tendency to lead are denied. At the same time, sons do not expect excessive conformity from their mother, even to the point of a tendency to “follow the lead.” However, simply competent behavior, a friendly way of communicating and normal emotional contacts are not enough for a teenager to claim that his mother has a positive interest in him. They strive for the extra care of a strong, adult and independent person.

Directiveness scale.

Adolescents see the mother’s directiveness towards her son in the imposition of a sense of guilt towards her, her declarations and constant reminders that “the mother sacrifices everything for the sake of her son”, takes full responsibility for everything she has done, is doing and will do. child. The mother seems to affirm the initial dependence of her status and the assessment of others on her son’s compliance with the “standard of a child,” while excluding the possibility of other options for self-expression. Thus, the mother strives in any way to eliminate her son’s incorrect behavior, so as not to “disgrace herself.” Simple forms of manifestation of responsiveness, manifestations of sympathy, causing positive emotional relationships, negatively correlate with the directive form of interaction between mother and adolescent.

Hostility scale.

A mother's hostility in her relationship with her teenage son is characterized by her aggressiveness and excessive severity in interpersonal relationships. The mother's focus exclusively on herself, her pride, and excessive self-affirmation, as a rule, exclude acceptance of the child. He is perceived, first of all, as a rival who must be suppressed in order to assert his importance. Thus, emotional coldness towards a teenager is disguised and is often passed off as restraint, modesty, adherence to “etiquette” and even subordination to it. At the same time, there may be pronounced suspicion, a tendency to excessive criticism of the son and others, the goal of which is the desire to humiliate them in the eyes of others. Along with this, positive activity and responsibility for the fate of the son are constantly demonstrated (mainly at the verbal level).

Autonomy scale.

The mother's autonomy in relations with her son is understood by him as dictatorship, complete intoxication with power, even some mania in this regard, which does not recognize any variations. At the same time, the mother does not perceive the child as an individual, with her own feelings, thoughts, ideas and motives; she is a “blind” force of power and ambition, to which everyone, no matter what, is obliged to obey. At the same time, the adaptive form of mother's authority, based on trust and respect, as well as acceptable forms of rigidity and harshness (when they take into account the situation), turn out to be not characteristic of the autonomy of mothers in relationships with teenage sons. Also, according to the sons, neither emotional attachment nor a friendly style of communication can be associated with the mother’s isolation and lack of involvement in her son’s affairs.

Inconsistency scale.

The inconsistency of the mother's line of upbringing is assessed by adolescents as a certain alternation (depending on the degree of informational significance) of such psychological tendencies as the dominance of strength and ambition and humility (in adaptive forms), delicacy and super-altruism and distrustful suspicion. Moreover, they all tend to extreme forms of manifestation (the amplitude of fluctuations is maximum).

2. Evaluation of the father by the son.

Positive Interest Scale.

Positive interest in relations with a son is seen as the absence of brute force, the desire for undivided power in communication with him. Teenagers talk about positive interest in cases where fathers strive to achieve their favor and respect for paternal authority, without resorting to declarations of dogma. Psychological acceptance of a son by a father is based primarily on trust. In such relationships, it is typical to find the truth in a dispute, listening to various arguments and giving preference to the logic of common sense. Any kind of conformism is completely denied here.

Directiveness scale.

The father shows directiveness in his relationship with his son in the form of a tendency towards leadership, by gaining authority based on actual achievements and a dominant communication style. His power over his son is expressed mainly in the management and timely correction of the child’s behavior, excluding ambitious despotism. At the same time, he makes it very clear to the child that for the sake of his well-being he is sacrificing some of the power he has; that this is not just patronage, but a desire to resolve everything peacefully, regardless of the degree of irritation.

Hostility scale.

Abusive fathers always agree with conventional wisdom, adhere too much to convention, and strive to satisfy others' demands to be a "good" father and maintain positive relationships. When raising, they try to train their son in accordance with the idea accepted in a given society and in a given culture of what an ideal child should be like. Fathers strive to give their sons a broader education and develop various abilities, which often leads to an unbearable burden on the youth’s body. Along with this, complete dependence on the opinions of others, fear and helplessness, and the inability to resist them are manifested. At the same time, the father is stern and pedantic towards his son. The teenager is constantly in a state of anxious anticipation of a low assessment of his activities and punishment by parental rejection according to the formula: “How dare you not live up to what is expected of you, because I sacrifice everything to make you a person.” There is also constant dissatisfaction and skepticism towards his son’s achievements, which inevitably reduces the motivation for his activities.

Autonomy scale.

The autonomy of the father in relations with his son is manifested in a formal attitude towards education, in excessive impartiality in the process of communication. Interaction is based on positions of power and despotic power. The father “notices” his son only in cases when he has done something, and even to analyze what happened, as a rule, “there is not enough time.” The father is too busy with himself to delve into the life and problems of his son. He learns about them only from his requests for help or advice on this or that issue, without particularly bothering himself with explanations. He is not interested in his son's hobbies, his circle of acquaintances, his studies at school, he only pretends that this bothers him. Often he is simply annoyed when his son addresses him. In his opinion, the son “should know everything himself.”

Inconsistency scale.

The latter see the inconsistency of the educational measures applied by the father in relation to his teenage sons in unpredictability, the impossibility of foreseeing how their father will react to a particular situation, event: whether he will subject his son to severe punishment for minor offenses or slightly scold him for something significant, simply accepting assurances from the latter that this will not happen again; such a father will either spend a long time and pedantically “washing the bones”, or will take on faith his son’s assurances of innocence, etc.

When comparing the practices of mothers and fathers of teenage boys, the following characteristic differences are revealed. When parents psychologically accept their son, fathers, compared to mothers, have a dominant lack of tendency toward leadership, since they strive to achieve favor and respect for their authority without resorting to force, unlike mothers who, in exceptional cases, allow themselves authoritarianism in interpersonal relationships “for the sake of the good.” "child. At the same time, boys note a critical approach to them and overprotection as a positive interest among mothers, while among fathers independence and firmness of positions are more pronounced. On the scale of directiveness, in mothers, compared to fathers, the tendency to patronize comes to the fore, since mothers are more inclined to influence children using an inductive technique. Also, mothers are willing to compromise to achieve their goals, while fathers prefer the authority of force. The hostility of mothers differs from a similar characteristic of fathers in that for mothers it manifests itself as a result of the struggle for their independence, and for fathers it is rather a tendency towards comfort in relation to others.

The autonomy of mothers and fathers is based on despotic “blind” power that does not tolerate indulgence, however, among mothers there is an emphasis on the absence of demands-prohibitions in relation to adolescents, and among fathers - isolation. Both of them do not even have a tendency to patronize, although fathers can, as an exception, break away from work and heed the teenager’s requests.

Inconsistency in the implementation of the line of upbringing by both parents is equally assessed by adolescents as a tendency towards extremely contradictory forms of manifestation with maximum amplitude of expression. Moreover, for mothers the opposite of strength and mistrust is compliance and hyperprojectivity, and for fathers it is gullibility and conformism.

3. Evaluation of mother by daughter.

Positive Interest Scale.

A positive attitude towards a daughter on the part of the mother, based on psychological acceptance, is described by teenage girls as an attitude towards a small child who constantly requires attention, care, help, and who can do little on his own. Such mothers often approve of their daughters asking for help in cases of quarrels or any difficulties, on the one hand, and limiting their independence, on the other. Along with this, girls note the factor of indulgence, when the mother is, as it were, “at her beck and call” and strives to satisfy her daughter’s every desire.

Directiveness scale.

Describing the directiveness of their mothers, teenage girls noted strict control on their part, a tendency to easily use their power based on ambition and not welcoming the daughter’s expression of her own opinion. Such mothers rely more on the severity of punishment, stubbornly believing that they are “always right, and the children are too young to judge this.”

Hostility scale.

Mothers' hostility to their teenage daughters is described as a suspicious attitude towards the family environment and distance towards its members (particularly children). Suspicious behavior and refusal of social norms lead them, as a rule, to isolate themselves and elevate themselves above others.

Autonomy scale.

The autonomy of mothers excludes any dependence on the child, his condition, or requirements. Any forms of care and guardianship towards daughters are also denied. Such mothers are assessed by adolescents as lenient and undemanding. They practically do not encourage children, make comments relatively rarely and sluggishly, and do not pay attention to upbringing.

Inconsistency scale.

By the inconsistency of educational practices on the part of the mother, girls understand a sharp change in style and techniques, representing a transition from very strict to liberal and, conversely, a transition from psychological acceptance of the daughter to her emotional rejection.

4. Evaluation of the father by the daughter.

Positive Interest Scale.

Daughters describe their father's positive interest as paternal self-confidence, the confidence that not the notorious paternal strictness, but attention to the teenager, warmth and openness of the relationship between father and teenage daughter are a manifestation of sincere interest. Psychological acceptance of the daughter is characterized by the absence of sharp changes from permissiveness to severe punishment, that is, warm friendly relations dominate with a clear awareness of the boundaries of what is possible and what is not.

In this case, paternal prohibitions act only against the background of paternal love.

Directiveness scale.

Teenage girls represent their father’s directiveness as an image of a “firm male hand”, ready to either clench into a fist or point out her place in society and, in particular, in the family. A directive father, as it were, directs a growing girl on the right path, forcing her to obey the norms and rules of behavior accepted in society and a certain culture, putting moral commandments into her soul.

Hostility scale.

In this case, we are talking about such an unfavorable type of father’s attitude towards his daughter as a combination of excessive demands, oriented towards the standard of the “ideal child” and corresponding too strict dependence, on the one hand, and an emotionally cold, rejecting attitude, on the other. All this leads to disruptions in the relationship between father and teenage daughter, which in turn causes an increased level of tension, nervousness and instability in the teenager.

Autonomy scale.

Teenage girls describe their fathers' autonomy as a claim to leadership, and leadership that is unattainable and inaccessible to interaction with. He seems to be a person fenced off from the problems of the family, as if by an invisible wall, existing in parallel with the rest of the family members. The father does not care at all what is happening around him; his actions are often inconsistent with the needs and requests of his loved ones, whose interests are completely ignored.

Inconsistency scale.

Here the father seems to be a completely unpredictable person. With a fairly high degree of probability, psychological tendencies that are completely contradictory to each other may appear in his behavior, and the amplitude of fluctuations is maximum.

Thus, the characteristic differences in adolescent girls’ assessments of the educational practices of mothers and fathers are as follows. With positive interest and psychological acceptance among mothers, unlike fathers, trust and subordination come to the fore. Fathers, on the other hand, are dominated by self-confidence and a lack of rigidity and authoritarianism in relations with their daughter, which excludes upbringing through forceful pressure. The directiveness of mothers is based solely on ambitious claims to power and strict control over the behavior of their daughter, and the directiveness of fathers, along with this, is also expressed depending on the opinions of others and narcissism. With hostility and emotional rejection, mothers exhibit stubborn conformism and weak-willed dependence on the opinions of others, which comes from the father’s claims to leading positions. For fathers, with hostile educational practices towards their teenage daughter, cruelty and self-assertion with power and force come to the fore. Autonomy on the part of mothers is characterized by the absence of good human relations and isolation from the problems and interests of the daughter, while on the part of the father, autonomy is expressed in his unconditional leadership in the family and in the inaccessibility of communication with him for the daughter. With inconsistent educational practices in the context of contradictory manifestations, the characteristics of fathers and mothers appear to be the same.

The only difference is in such tendencies as self-sufficient self-affirmation with hostile intransigence among fathers and subordination and distrust among mothers.

Application

instructions:

“We ask you to evaluate, based on your own experience, which of these provisions are most typical for your parents. To do this, read each statement carefully, without skipping any of them. If you think that the statement fully corresponds to the educational principles of your father (or mother), circle the number"2" . If you think this statement is partially true for your father (or mother), circle the number"1" . If, in your opinion, the statement does not apply to your father (or mother), circle the number"0" ».

Test:

	My father	Yes	Partially	No
Smiles at me very often

Doesn't have enough patience with me
When I leave, he decides when I should return
Always quickly forgets what he says or orders
When I'm in a bad mood, he tells me to calm down or cheer up
Believes that I must have many rules that I must follow
Constantly complaining to someone about me
Gives me as much freedom as I need
For the same thing one time punishes, and another forgives
Loves to do things together
If he assigns any work, he thinks that I should do only that until I finish it
Begins to get angry and indignant about every little thing I do
Doesn't require me to ask his permission to go where I want
Refuses many of my activities depending on my mood
Tries to cheer me up and encourage me when I'm sad
Always insists that I must be punished for all my misdeeds
Has little interest in what worries me and what I want
Allows me to go wherever I want every evening
Has certain rules, but sometimes follows them, sometimes not
Always listens to my views and opinions with understanding
Makes sure I always do what I'm told
Sometimes it makes me feel like I'm disgusting him
Practically lets me do whatever I like
My father (my mother) changes his decisions as it suits him (her)
Often praises me for something
Always wants to know exactly what I'm doing and where I am
I wish I could be different, change
Allows me to choose what I like
Sometimes he forgives me very easily, and sometimes he doesn’t.
Tries to openly show that he loves me
Always watching what I'm doing on the street or at school
If I do something wrong, he constantly and everywhere talks about it
Gives me a lot of freedom. Rarely says “should” or “shouldn’t”
Unpredictable in my actions, if I do something bad or good
Believes that I should have my own opinion on every issue
Always careful about what kind of friends I have
He won’t talk to me until I start, if before that I offend or offend him in some way
Always forgives me easily
Praises and punishes very inconsistently: sometimes too much, sometimes too little
Always finds time for me when I need it
Constantly telling me how to behave
It's entirely possible that he actually hates me.
I plan my holidays at my own discretion.
Sometimes he can offend, and sometimes he is kind and grateful
Always openly answers any question, no matter what I ask
He often checks to see if I put everything away as he ordered.
He neglects me, it seems to me
Doesn't interfere with whether or not I clean my room (or corner) - it's my castle
Very vague in his desires and instructions

Test:

My mother	Yes	Partially	No
Smiles at me very often

Doesn't have enough patience with me
When I leave, he decides when I should return
Always quickly forgets what he says or orders
When I'm in a bad mood, he tells me to calm down or cheer up
Believes that I must have many rules that I must follow
Constantly complaining to someone about me
Gives me as much freedom as I need
For the same thing one time punishes, and another forgives
Loves to do things together
If he assigns any work, he thinks that I should do only that until I finish it
Begins to get angry and indignant about every little thing I do
Doesn't require me to ask his permission to go where I want
Refuses many of my activities depending on my mood
Tries to cheer me up and encourage me when I'm sad
Always insists that I must be punished for all my misdeeds
Has little interest in what worries me and what I want
Allows me to go wherever I want every evening
Has certain rules, but sometimes follows them, sometimes not
Always listens to my views and opinions with understanding
Makes sure I always do what I'm told
Sometimes it makes me feel like I'm disgusting him
Practically lets me do whatever I like
My father (my mother) changes his decisions as it suits him (her)
Often praises me for something
Always wants to know exactly what I'm doing and where I am
I wish I could be different, change
Allows me to choose what I like
Sometimes he forgives me very easily, and sometimes he doesn’t.
Tries to openly show that he loves me
Always watching what I'm doing on the street or at school
If I do something wrong, he constantly and everywhere talks about it
Gives me a lot of freedom. Rarely says “should” or “shouldn’t”
Unpredictable in my actions, if I do something bad or good
Believes that I should have my own opinion on every issue
Always careful about what kind of friends I have
He won’t talk to me until I start, if before that I offend or offend him in some way
Always forgives me easily
Praises and punishes very inconsistently: sometimes too much, sometimes too little
Always finds time for me when I need it
Constantly telling me how to behave
It's entirely possible that he actually hates me.
I plan my holidays at my own discretion.
Sometimes he can offend, and sometimes he is kind and grateful
Always openly answers any question, no matter what I ask
He often checks to see if I put everything away as he ordered.
He neglects me, it seems to me
Doesn't interfere with whether or not I clean my room (or corner) - it's my castle
Very vague in his desires and instructions