Results. Projective technique "magic world" Interview magical world interpretation of results
Interview "Magic World"
This technique is used to get to know the child (junior schoolchild) and his main problems. In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.
This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique. After each answer, the child should be asked why he would do this or that thing, turn into someone, etc. These explanations are the basis for meaningful interpretation of the results.
It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a tape recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary for moving on to the next stage of diagnostic work or to psychocorrection.
Text of the methodology
Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.
Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?
Now tell me, who would you like to be in this fairyland? Why?
Who wouldn't you like to be in fairyland? Why? We'll stay here for a minute longer. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.
So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.
Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom, etc.)
Then the wizard goes to school.
You have the power to do something, change, destroy, do it the way you want.
Now you're at school. What would you do? (Additional questions: for teachers, classmates?) Why?
Now you, a wizard, are playing with the guys. What would you do for them? Why?
Almost forgot about you!
What would you do for yourself? Why?
What would you change or eliminate? Why?
And for me, wizard, what would you do? Why?
Thank you, you are a real wizard!
If you became a wizard, you could take on any form you wanted, turn into anyone or anything you wanted.
Tell me, what or who would you like to turn into? Why?
What or who would you never want to turn into? Why?
You can turn into any animal.
a) cat
c) small goat, fawn
g) monkey
h) tiger
i) hare
j) dog
l) bird (for example, tit)
You did a great job.
You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.
- Tell me, who do you want to be - small, adult or as you are? Why?
Why don’t you want to become... (1st unchosen option)?
Why... (2nd unselected option)?
- Would you like to become a girl (boy)? Why?
You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).
By the way, do you like your name? I do not like? Why? What about the last name? I do not like? Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?
Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.
A. - What kind of animal would you like to become? Why?
b. -What kind of animal do you not want to be? Why?
Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.
Why a, b, c?
Great. Think about it:
A. -What are children most afraid of? Why?
b. - What gives children the greatest joy? Why?
V. - What brings them the greatest grief? Why?
- Well done! What did you like most about the game?
Interpretation of results
The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, a formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the sentences that arise during the interpretation of the results.
In general, when interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e. the desire to show oneself in the best light.
This technique is used to get to know the child (junior schoolchild) and his main problems. In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique. After each answer, the child should be asked why he would do this or that thing, turn into someone, etc. These explanations are the basis for meaningful interpretation of the results.
It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a tape recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary for moving on to the next stage of diagnostic work or to psychocorrection.
Text of the methodology — Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.
- Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?
- Now tell me, who would you like to be in this fairyland? Why?
— Who wouldn’t you like to be in fairyland? Why? We'll stay here for a minute longer. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.
- So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this. - Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom, etc.)
Then the wizard goes to school.
- You have the power to do something, change, destroy, do it the way you want.
- Now you're at school. What would you do? (Additional questions: for teachers, classmates?) Why? - Now you, a wizard, are playing with the guys. What would you do for them? Why?
- Almost forgot about you!
-What would you do for yourself? Why?
—What would you change or destroy? Why?
- And for me, wizard, what would you do? Why?
- Thank you, you are a real wizard!
- If you became a wizard, you could take on any form you wanted, turn into anyone or anything you wanted.
- Tell me, what or who would you like to turn into? Why?
- What or who would you never want to turn into? Why?
-You can turn into any animal.
a) cat
B) lion
C) small goat, fawn
D) snake
D) eagle
E) mouse
G) monkey
H) tiger
i) hare
j) dog
L) bird (for example, tit)
- You did an excellent job.
- You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.
- Tell me, who do you want to be - small, adult or as you are? Why?
- Why don’t you want to become... (1st unchosen option)?
- Why... (2nd unselected option)?
- Would you like to become a girl (boy)? Why?
“You did a great job, but every game ends, and so does ours.” And now you are again not a wizard, but (child’s first and last name).
- By the way, do you like your name? I do not like? Why? What about the last name? I do not like? Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?
- Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.
A. - What kind of animal would you like to become? Why?
B. - What kind of animal do you not want to be? Why?
- Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.
A B C?
- Why a, b, c?
- Great. Think about it:
A. —What are children most afraid of? Why?
B. — What gives children the greatest joy? Why?
V. - What brings them the greatest grief? Why?
- Well done! What did you like most about the game?
Interpretation of results The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, a formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the sentences that arise during the interpretation of the results.
Study of interpersonal relationships of junior schoolchildren
Interview "MAGICAL WORLD"
In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard. This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique. After each answer, the child should be asked why he would do this or that thing, turn into someone, etc.
These explanations are the basis for meaningful interpretation of the results. It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a tape recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary for moving on to the next stage of diagnostic work or to psychocorrection.
Text of the methodology
- Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.
- Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?
- Now tell me, who would you like to be in this fabulous country? Why?
- Who wouldn’t you like to be in fairyland? Why? We'll stay here for a minute longer.
Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.
- So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.
- Now you are at home. You are an all-powerful wizard, what would you do?(additional questions: for dad, for mom, etc.).
Then the wizard goes to school.
- You have the power to do something, change, destroy, do it the way you want.
-Now you're at school. What would you do?(Additional questions: for teachers, classmates?) Why?
- Now you, a wizard, are playing with the guys. What would you do for them? Why?
- What would you do for yourself? Why?
-What would you change or destroy? Why?
- And for me, wizard, what would you do? Why?
- Thank you, you are a real wizard!
- If you became a wizard, you could take on any form you wanted, you could turn into anyone or anything you wanted.
- Tell me, what or who would you like to turn into? Why? - What or who would you never want to turn into? Why?
-You can turn into any animal.
- What kind of animal would you like to become? Why? -What kind of animal do you not want to be? Why? Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.
- cat lion small kid, fawn snake eagle mouse monkey tiger hare dog bird (for example, tit)
You did a great job.
- You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.
- Tell me, who do you want to be - small, adult or as you are? Why?
- Why don’t you want articles (unselected option)? - Why is the option not selected)?
- Would you like to become a girl (boy)? Why?
- You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).
- By the way, do you like your name? I do not like? Why? What about the last name? Like (Dislike?) Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?
- Very good, let's imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3: a, b, c?
- Why (specifically these)?
- Great. Think about it:
-What are children most afraid of? Why?
- What gives children the greatest joy? Why?
- What brings them the greatest grief? Why?
- Well done! What did you like most about the game?
Interpretation of results
The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on sentences that arise during the interpretation of the results.
When interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e., the desire to show oneself in the best light.
Interpretive portraits of objects
Prince, princess:
1. the need to be admired, to be the center;
2. the desire for wealth, luxury, abundance;
3. the need to be noble, responsive;
4. the need to dominate, to control others (rejected as "bad" quality).
King, queen:
1. the need to dominate, organize, manage others, control, intervene (dominant, partially aggressive position):
2. the need to help, protect others;
3. the need to show off, to cause admiration, to be the center of attention (exposition or exhibition position; rejected due to “bad” qualities).
Wizard:
- desire for power, strength; the need for creativity, ingenuity, activity; the need to help, to protect others (protective position); the desire for wealth, abundance (rejected due to “bad” qualities, disgusting appearance, hatred of people - the need for affiliation).
The Dragon
often rejected due to cruelty, aggressiveness, ugly appearance, the choice of a dragon is an indicator of maladjustment, aggressiveness or other disorders.
"Characteristics" of animals
Cat:
1. the need to be useful, to help others;
2. the need to be attractive, charming, beautiful;
3. the need to be loved, the need for affection, for protection;
4. need for security, home, convenience;
5. the need for physical agility, dexterity. Refusal due to aggressiveness, flattery, desire to avoid aggressiveness: “people torment and offend her.”
A lion:
1. Dominant position, desire for power, control, need for social significance (prestige, authority), need for strength:
aggressive position, the need to attack, hurt;
2. the need for freedom, independence;
3. the desire to be beautiful, to cause admiration.
Little goat, fawn:
1. the need for a beautiful appearance, to be charming;
2. the need for confidence, security, maternal protection;
3. need for freedom.
Snake:
the need for significant aggressiveness or a retaliatory or strongly defensive position.
Eagle:
1. the need for freedom, “take-off”;
2. the need to be useful, recognition, exclusivity (king of the birds);
3. need for dominance (king of the birds);
4. partially aggressive and defensive position.
Mouse:
chosen only in exceptional cases (pedantic position).
Identification with the mouse is abnormal; the rationale for the choice also contains signs of general inadaptability and impaired socialization.
Monkey:
1. the need for physical dexterity, physical perfection, joy of movement, playfulness, activity;
2. need for treats, sweets;
3. clown position, the need to be visible, to cause surprise;
4. the need to be smart, inventive;
5. the need to be cute, attractive.
Tiger:
1. need for physical strength;
2. the need for a beautiful appearance;
3. extremely aggressive position, the need to attack, interfere, destroy;
4. the need to evoke a feeling of fear.
Hare:
selected due to mobility, need for movement, activity:
1. the need to surprise, to be beautiful;
2. the need for freedom.
Dog:
1. the need to be useful, help people, take care of others, protect, guard, watch over;
2. the need to look beautiful, to be cute;
3. aggressive position (“may bite”) or defensive position;
Zazzo Animal Test 1
The Zazzo Animal Test is used to determine the basic tendencies and values of a child aged 5-12 years. It is a set of questions that establish what kind of animal a child would like to become if he could turn into one, what kind of animal he would not want to become, and why. First, the child must make a spontaneous choice, and then express sympathy or antipathy for the animals whose names the researcher reads. The child must justify each reaction (Table 7.10). The interpretation comes from the “animal portraits” and their polarity indices.
Table 7.10. Category of identification with animals by polarity
|
A modification of this test is the projective interview “The Magic World”, a summary of which, compiled by N. D. Ignatieva, we present here 17:
Test "MAGICAL WORLD"
Instructions. Little children love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game. Imagine that we have a magic rocket that takes us to a magical land. Everything there is like in a fairy tale: the people are fabulous, and so are you... You can imagine this.
1. Now tell me who you would like to be in this fabulous country 1 And why do you want to be...? Who wouldn’t you like to be in fairyland? Why?
We will linger for a moment in fairyland. Now imagine that you are a wizard (sorceress, fairy): you have enormous power, you can do whatever you want. You can use magic to create, change, disenchant, or make something disappear completely...
2. So tell me, wizard, what would you do? What for? For what?
You are still a wizard (fairy). You and I board the rocket and return back to the world that is familiar to us. First of all, let's go to your house - imagine it as best as possible.
3. Now you are at home. You are an almighty wizard. What would you do? And why? What for? What would you do for your mom (dad, sister, grandma, grandpa)?
Additional questions: For what? Why?
Then the wizard goes to school. You have the power to create, change or destroy something, to do it the way you want.
4. Now you are at school. What would you do? And why? Why? What for? What would you do for a teacher? for classmates?
Additional questions.
Now you, a wizard, are playing with the guys.
5. What would you conjure for the guys? For what? Why?
Almost forgot about you.
6. What would you do for yourself? Why? What would you change or completely eliminate? Why? For what?
7. Well, for me, wizard, what would you do? Why?
Thank you, wizard, you are a real wizard.
If you were a wizard, you could take on any form you wanted.
8. Tell me, what would you like to turn into? or to whom? Why? What or who would you not like to turn into? Why?
You can turn into any animal you want.
9. What animal would you most like to be? Why?
Of course, you know a lot of animals and little animals. I will name the animals as well
you will say whether you would like to be such an animal or not (+, -, motivation in brackets): cat; a lion; small kid, fawn; snake; eagle; mouse; monkey; tiger; hare; dog; a bird, such as a tit; worm.
You did a great job.
You are a wizard, you have enormous power... You can choose one of three Possibilities:
□ become a small child;
□ remain as is;
□ become an adult.
10. Tell me, who would you like to be - a little child, remain as you are, or become an adult? Why? For what? Why don't you want to become...? Why? Why don't you want to become...? Why?
11. Now tell me, would you like to be a girl or a boy? Why?
You did a great job playing the wizard. However, every game ends, even after playing a wizard. Now you are no longer a wizard, you are again... (full name)
12. By the way, do you like your name? (If you don’t like it, then why?) And your last name? (If not, why not?)
You are a very smart boy (girl). Let's try this, but it won't be a fairy-tale game anymore. Imagine that your greatest wishes will come true, for example those that will someday come true, or maybe those that are unlikely to ever come true. Let these be your deepest desires. However, each game has its own rules, and our game has a rule: you can only choose three wishes.
You did a great job with this question, now think about this:
13. What are children most afraid of? What causes children the most distress?
Our game is over.
How did you like it? What did you like most?
Give praise and ask necessary questions.
Duration of testing - 25-30 minutes.
Interpretation of the results of the MAGICAL WORLD test
Testing on 93 children (53 boys and 40 girls).
Who would you like to be?
Frequency (%) of the most common answers (Tables 7.11, 7.12):
fairy-tale heroes........................ 74.1
animals................................... 11.8
real faces........................ 9.7
other options........................ 2.2
I don’t know........................................ 2.2
Real persons: mother, teacher, cook, captain, astronaut... To assess the stereotype, we use a coefficient expressed as a percentage, the relative frequency of the most common answers (inversely proportional to the originality indicator).
50-70% of the same answers - a high coefficient of stereotyping. 30% is the average coefficient of stereotyping. 19.4% - low coefficient of stereotyping.
Explanations are very diverse: they reveal the child’s motives and are the basis of interpretation.
Who wouldn't you like to become? Frequency (%) of the most common answers (Tables 7.13, 7.14):
fairy-tale heroes..................... 62.4%
animals................................... 8.6%
real persons........................ 17.2%
Counter-identification has a high coefficient of stereotyping (26.9%) and a high frequency of real persons.
Real persons: servant, waitress, "bad person", cook, "man". Depending on GENDER: boys prefer a wizard who can actively participate in the magical world, girls prefer a princess.
Depending on AGE: among girls the development trend is more distinct: with age, the frequency of identification with a fairy-tale hero increases:
Ontogenetic profile:
girls........................ 63%-86-90
boys........................ 75%-64-85
Some answers have both positive and negative selection results (princess), others only positive (cat) or only negative (snake).
The ratio of the difference between positive and negative choices to the total number of all choices of the same object is called the polarity index:
 |
where / is the number of identifications; K is the number of counter-identifications.
As follows from the formula, the polarity index can take any value - from 1.0 to -1.0. Positive values indicate that positive choices predominate, negative values indicate the opposite. Boundary values have the following psychological meaning:
1.0 - extreme positive object chosen by all respondents;
0 - ambivalent object; - 1.0 - extreme negative object, excluded by everyone.
Polarity index for the first two test questions:
prince, princess........................ 0.8
king, queen........................ 0.6
wizard.................................... -0.46
crap................................................ - 0.50
dragon........................................ -0.82
cat................................................. .1.0 ■ *■
snake................................................. - 1.0
The most important for interpretation are the answers to the question “why?” The motives for choice are varied: they are personal in nature and determined by the child’s position. It is personal explanations that are useful for diagnostic conclusions, for example: identification:
□ with a fairy (“does nasty things to others”);
□ with a cat (“everyone can play with it”);
□ with a child (“maybe with mom all the time”);
counter-identification:
□ with a dog (“it bit me once”);
□ with a person (“must die”).
(Interpretive possibilities are given in decreasing order of the number of matching explanations (Tables 7.15-7.21):
Prince, princess (p = 0,80):
a) the need to be admired, to be the center;
b) the desire for wealth, luxury, abundance;
c) the need to be noble, responsive;
d) the need to dominate, to control others (rejected as a “bad” quality).
King, queen (r~ 0,69):
a) the need to dominate, organize, manage others, control, intervene (dominant, partially aggressive position):
b) the need to help and protect others;
c) the need to show off, to evoke admiration, to be the center of attention (exposition or exhibition position; rejected due to “bad” qualities).
Wizard (r = -0,46):
a) desire for power, strength;
b) the need for creativity, ingenuity, activity;
c) the need to provide help and protect others (protective position);
d) the desire for wealth, abundance (rejected due to “bad” qualities, disgusting appearance, hatred of people - the need for affiliation).
The dragon (p = -0.82) is rejected due to cruelty, aggressiveness, ugly appearance, the choice of the dragon is an indicator of maladjustment, aggressiveness or other violations.
Possible answers: “I would turn the whole world inside out,” “I would turn a person into stone,” “So that people wouldn’t quarrel,” “So that I wouldn’t wear glasses,” “So that no one would die.”
| Table 7.15. What would you do? (absolute frequency) |
For additional questions, the most common choice is: For mom:
□ items of clothing......................................... 35.5%
□ municipal equipment...................... 20.4%
□ less housework (beauty, health) For dad:
□ items of clothing................................... 29.0%
□ car........................................ ......... 26.9%
□ less work, high salary, so that you can return home from work earlier (!), so that you are younger.
A sign of a violation (if this does not contradict the grounds for choice) is the answer “I don’t know”, or an indifferent, or a negative answer “nothing”.
If a child lists “gifts”, then you can say: “okay, all these are useful things, but you are an omnipotent wizard, you can wish for more than just things” - sometimes you can get valuable information. The optimal cliché is: “...okay, what else?”
18% of children had a negative attitude towards school. The coefficient of stereotyping is quite high.
For additional questions, children often choose for the teacher:
items of clothing........................................................ ........................................ 20.4%
Other gifts................................................ ........................................... 20.4%
so that the teachers don’t upset.................................................. ........................... 12.9%
for the teacher to be: kind, fair, explain the material better... 4.3%
A “jump” between the 10th and 12th years is obvious: this trend corresponds to ontogenesis and is visible in other positions.
Would you like to turn into... ?
Animal................................... 35.5%
Fairy-tale hero......................... 23.7%
Another person......................... 16.1%
Literary hero............ 3.2%
Subject................................... 3.2%
Be yourself......... 3.2%
Don't know........................ 16.1%
The coefficient of stereotyping is low.
Twelve identifications were selected from preliminary experiments with 27 animals. Forced choice with a large number of animals reduces the risk of superficial, random association with spontaneous choice and allows for the invocation of many differentiated positions. With the help of such choices and their justifications, the child indirectly describes the traits of his own personality.
A positive choice of small animals (mouse, worm, snake), if this does not contradict the rationale for the choice, is a sign of a disorder or maladjustment, inadaptability.
"Characteristics" of animals
Cat (p = 0,53):
a) the need to be useful, to help others;
b) the need to be attractive, charming, beautiful;
c) the need to be loved, the need for affection, for protection;
d) the need for security, home, convenience;
e) the need for physical agility, dexterity.
Refusal due to aggressiveness, flattery, desire to avoid aggressiveness: “people torment and offend her.”
Ontogenetic profile of the polarity index:
Identification with a cat, according to the choice of girls, is extremely positive, for boys it is moderately positive (for 12-year-olds it is even ambivalent: they identify it as a harmful animal: “catchers birds”, “suck-up”, “aggressive”).
Leo (p = 0.01). Dominant position, desire for power, control, need for social significance (prestige, authority), need for strength:
a) aggressive position, the need to attack, hurt;
b) the need for freedom, independence;
c) the desire to be beautiful, to cause admiration.
Refusal due to aggressiveness, due to being caged (need for freedom).
Ontogenetic profile of polarity indices:
Identification motivation is dominated by: aggressiveness, dominance, autonomy, partially aggressiveness, physical strength.
Little goat, fawn (R - 9,40):
a) the need for a beautiful appearance, to be charming;
b) the need for confidence, security, maternal protection;
c) the need for freedom.
Rejected due to defenselessness, vulnerability, fearfulness, cowardice. Ontogenetic profile of polarity:
Eagle (p = 0.29):
a) the need for freedom, “take-off”;
b) the need to be useful, recognition, exclusivity (king of the birds);
c) the need for dominance (king of the birds);
d) partially aggressive and defensive position.
Rejected because of aggressiveness, cruelty, vulnerability, darkness. Ontogenetic profile of the polarity index: Motivation for choice: “freedom” - 5% girls, 30% boys; aggressiveness - 0% of girls, 4% of boys.
Interview "The Magic World" (L. D. Stolyarenko)
This diagnosis can be attributed to the catharsis technique. In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. n. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.
This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique. After each answer, the child should be asked why he did this or that thing, turned into someone, etc. These explanations are the basis for a meaningful interpretation of the results.
It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a voice recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary to move to the next stage of diagnostic work or to psychocorrection.
Text of the methodology
- Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.
1.
- Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?
a) - Now tell me, who would you like to be in a fairyland? Why?
b) - Who wouldn’t you like to be in fairyland? Why? - We'll stay here for a minute. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.
2.
- So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.
3.
- Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom?, etc.).
-Then the wizard goes to school. You have the power to do something, change, destroy, do it the way you want.
4.
- Now you are at school. What would you do? (Additional questions: for teachers, classmates?). Why?
5.
-Now you, a wizard, are playing with the guys. What would you do for them? Why?
- Almost forgot about you!
6.
a) - What would you do for yourself? Why?
b) - What would you change or destroy? Why?
7.
- And for me, wizard, what would you do? Why?
- Thank you, you are a real wizard!
- If you became a wizard, you could take on any form you wanted, you could turn into anyone or anything you wanted.
8.
a) - Tell me, what or who would you like to turn into? Why?
b) - What or who would you never want to turn into? Why? -You can turn into any animal.
9.
a) - What animal would you like to become? Why?
b) - What animal do you not want to be? Why?
Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not and why.
- cat,
- a lion,
- little goat, fawn,
- snake,
- eagle,
- mouse,
- monkey,
- tiger,
- hare,
- dog,
- bird (for example titmouse).
- You did an excellent job.
- You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.
11.
A. - Tell me, who do you want to be - small, adult or as you are? Why?
b. – Why don’t you want to become...(1st option not chosen)?
V. – Why...(2nd option not selected)?
- Would you like to become a girl (boy)? Why?
- You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).
- By the way, do you like your name? Do not like? Why? What about the last name? Do not like? Why? And what is your name, parents, friends in class, guys?
- Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.
14.
a B C?
- Why a, b, c?
- Great. Think about it:
A. – What are children most afraid of? Why?
b. – What gives children the greatest joy? Why?
V. – What brings them the greatest grief? Why?
- Well done! What did you like most about the game?
Interpretation of results
The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the assumptions that arise during the interpretation of the results.
In general, when interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e. the desire to show oneself in the best light.
