Methods of psychological diagnostics: observation, conversation, interview, questioning. The list of questions for a psychodiagnostic conversation An example of a diagnostic conversation technique

30.07.2020

Observation -the main empirical method of purposeful systematic study of a person. The observer does not know that he is the object of observation.

Observation is carried out using a special technique that contains a description of the entire observation procedure:

a) the choice of the object of observation and the situation in which it will be observed;

b) observation program: a list of those aspects, properties, features of the object that will be recorded;

c) the method of recording the information received.

A number of requirements must be observed during observation: the presence of an observation plan, a set of signs, indicators that must be recorded and evaluated by the observer; preferably several observers-experts, whose estimates can be compared, building a hypothesis explaining the observed phenomena, testing the hypothesis in subsequent observations.

An expert judgment can be made based on the observation. The observation results are recorded in special protocols, certain indicators are highlighted, signs that should be identified during observation in the behavior of the subjects according to the observation plan. The protocol data is processed qualitatively and quantitatively.

Observation has several options. External observation is a way of collecting data on the psychology and behavior of a person through direct observation of him from the outside. Internal observation, or self-observation, is used when the psychologist-researcher sets himself the task of studying the phenomenon of interest in the form in which it is directly presented in his mind.

Free observation does not have a predetermined framework, program, procedure for its implementation. It can change the object or object of observation, its character during the observation itself, depending on the wishes of the observer.

There are the following types of observation: slice (short-term observation), longitudinal (long, sometimes over a number of years), selective and continuous and special type - included observation (when the observer becomes a member of the group under study).

Advantages of the method:

1. The wealth of information collected;

2. The naturalness of the operating conditions is preserved;

3. It is permissible to use a variety of technical means;

4. It is not necessary to obtain the prior consent of the subjects.

disadvantages:

1. Subjectivity;

2. Inability to control the situation;

3. Significant investment of time.

Self-observation (introspection) method.The subject carefully observes the dynamics of the states he experiences at each stage of the instruction execution. The subject, who has undergone special training, describes how he feels when he finds himself in a particular situation.

Introspection has two disadvantages:

1. Extreme subjectivity, since each subject describes his own impressions or experiences, which very rarely coincide with the impressions of another subject;

2. The sensations of the same subject change over time.

Psychodiagnostic conversation as a method of obtaining information based on verbal communication.

One of the types of polling is conversation. Conversation as a psychological method provides for direct or indirect, oral or written receipt of information from the student about his activities, in which the psychological phenomena characteristic of him are objectified. Types of interviews: collection of anamnesis, interviews, questionnaires and psychological questionnaires.

Anamnesis ( lat... from memory) - information about the past of the student, received from himself or - with an objective anamnesis - from people who know him well. An interview is a type of conversation in which the task is to get the respondent's answers to certain (usually prepared in advance) questions. In this case, when questions and answers are submitted in writing, a questionnaire takes place.

Advantages and disadvantages of the conversation method.

The content and plan of the conversation.Conversation is an empirical method, widespread in psychology and in pedagogical practice, of obtaining information about a person in communication with him, as a result of his answers to targeted questions. Answers are recorded either by tape recording or by shorthand. Conversation is a subjective psychodiagnostic method, since a teacher or a researcher subjectively evaluates the answers, the behavior of the student, while influencing the student with his behavior, facial expressions, gestures, questions, conditioning one or another degree of openness and trust-distrust of the subject.

Organization of the conversation. There are a number of requirements for conversation as a method. The first is ease. You can't turn the conversation into a question. The greatest result is brought by a conversation in the case of establishing personal contact between the researcher and the person being examined. At the same time, it is important to carefully think over the conversation, present it in the form of a specific plan, tasks, problems to be clarified. The method of conversation presupposes, along with answers, the formulation of questions by the subjects. Such a two-way conversation gives more information on the problem under study than just the answers of the subjects to the questions posed.

Types of tests and types of tasks in tests. Test (from English - trial, test, verification) is a standardized method of psychological measurement and diagnosis of the severity of mental and behavioral properties and personality states. A test is a standardized, often time-limited, test designed to establish comparable quantitative and qualitative individual psychological differences.

Standardization means that these techniques should always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, ending with the methods of calculating and interpreting data. Comparability means that the scores obtained by the test can be compared with each other regardless of where, when, how and by whom they were obtained. If the test was applied correctly, of course. In psychodiagnostics, there are various classifications of tests.

They can be subdivided:

According to the peculiarities of the test tasks used for verbal tests and non-verbal (practical) tests;

According to the forms of the examination procedure - for group and individual tests;

By focus: intelligence tests, personality tests, special ability tests, achievement tests, creativity tests;

Depending on the presence or absence of time constraints - speed tests and performance tests;

By the way of implementation - blank, manipulative, hardware, computer, situational-behavioral;

On psychometric grounds, tests are divided into those based on scales of individual differences, and criterion-oriented tests;

According to the purpose of application, school readiness tests, clinical tests, professional selection tests and others are distinguished. - by composition - monometric and complex (test batteries).

Criterion-Based Tests (COURT) are designed to determine the level of individual achievements relative to a certain criterion based on a logical-functional analysis of the content of tasks. As a criterion (or an objective standard), specific knowledge, skills, and abilities necessary for the successful completion of a particular task are usually considered. The criterion is the presence or absence of knowledge. This is the main difference between KORT and traditional psychometric tests, in which the assessment is carried out on the basis of correlating individual results with group results (orientation towards the statistical norm). An essential feature of KORT is that individual differences are minimized in them (individual differences affect the duration of assimilation, and not the final result).

Speed \u200b\u200btests - the type of diagnostic techniques, in which the main indicator of the productivity of the test subjects is the execution time (volume) of test tasks. Typical speed tests usually include a large number of homogeneous items (items). The volume of material is chosen so that in the allotted time (constant for all subjects) none of the subjects could cope with all the tasks. Then the indicator of productivity will be the number of correctly completed tasks. Example: proofreading, intelligence tests. An indicator of the performance of speed tests can also be a direct measurement of the task execution time (Schulte table).

Performance tests focused on measuring or stating the result achieved by the test subject when performing a test task. The speed of work is not taken into account or is of secondary importance. A time limit may apply, but serves to standardize the study or to save time. These are the majority of personality techniques, questionnaires, projective tests, questionnaires.

Verbal tests ... In them, the material of test problems is presented in verbal form. This implies that the main content of the subject's work is operations with concepts, mental actions in a verbal-logical form. Verbal tests are more often aimed at measuring the ability to understand verbal instructions, skills in handling grammatical language forms, writing and reading skills.

Tests that reflect verbal factors of intelligence are most closely correlated with criteria for general culture, awareness, and academic performance. The results of verbal tests are very sensitive to differences in the language culture of the subjects, the level of education, and professional characteristics. Difficulties are presented by the adaptation of verbal tests to the conditions of examination of subjects of a different nationality.

Non-verbal tests (practical). In them, the material of the test tasks is presented by non-verbal tasks. Non-verbal tests reduce the effect of language and cultural differences on the test result. Performing the task in a non-verbal form also distinguishes the procedure for examining subjects with speech and hearing impairments, as well as those without education. Practical tasks turned out to be convenient when conducting mass test studies.

Blank tests (they used to be called "pencil and paper tests"). The use of forms is common in almost all types of test methods. The subject is offered a special survey form, brochure, questionnaire, etc., which contain instructions and examples of solutions, work assignments and a form for registering answers.

Advantages: simplicity of inspection technique, no need for special hardware. In subject tests, the material of test problems is presented in the form of real objects: cubes, cards, details of geometric shapes, structures and assemblies of technical devices, etc. The most famous are Koos cubes, the test of complex figures from the Weksler set, the Vygotsky-Sakharov test. Subject tests are mostly conducted individually. Hardware tests require the use of special equipment to conduct research and record the data obtained.

They are used to assess psychophysiological properties, study reaction time, typological characteristics of the nervous system, to study the characteristics of perception, memory, thinking. The advantages of instrumental tests include higher accuracy and objectivity of examination results, the ability to automate the collection of primary data. The disadvantages are the high cost of the necessary equipment and the complexity of the technical support of the psychodiagnostic laboratory. In most cases, hardware tests are performed individually.

Computer tests - an automated type of testing in the form of a dialogue between the subject and the computer. Test tasks are presented on the display screen, and the test subject enters the answers from the keyboard; the examination protocol is immediately created as a data set on a magnetic carrier. Standard statistical packages allow very fast mathematical and statistical processing of the results obtained in different directions.

If desired, you can get information in the form of graphs, tables, diagrams, profiles. With the help of a computer, it is possible to obtain an analysis of such data that it is almost impossible to obtain without it: the time for completing test tasks, the time for obtaining correct answers, the number of refusals from the solution and seeking help, the time spent by the subject thinking about the answer when refusing the solution; the time of entering the answer / if it is difficult / etc. These features of the subjects are used for in-depth psychological analysis in the testing process.

Individual tests - the interaction of the experimenter and the subject is one-on-one.

Benefits: the ability to observe the subject (facial expressions, involuntary reactions), to hear and record statements that were not provided for by the instruction, to record functional states.

They are used in work with children of infant and preschool age, in clinical psychology - testing of persons with somatic or neuropsychiatric disorders, people with physical disabilities, etc. Requires, as a rule, a lot of time and a high level of qualification of the experimenter. Group tests allow examining simultaneously a group of subjects (up to several hundred people). (This is not a socio-psychological diagnosis.)

Benefits:

Mass character;

The speed of data collection;

The instructions and the procedure are quite simple and the experimenter does not require high qualifications;

To a greater extent, the uniformity of the conditions for the experimenter is observed; - the processing of the results is usually more objective, often on a computer.

disadvantages:

Limiting the ability to observe;

There is less opportunity to achieve mutual understanding with the subject, to interest him, to enlist cooperation - undetected diseases, fatigue, anxiety, anxiety can affect the performance of the task.

Intelligence tests. Refers to tests of general ability. Designed to measure the level of intellectual development (mental potential). The manifestations of intelligence are diverse, but they have something in common that allows them to be distinguished from other features of behavior. This in common is the activation in any intellectual act of thinking, memory, imagination, all those mental functions that provide knowledge of the surrounding world. Accordingly, intelligence as an object of measurement is understood as those features of a person that are related to cognitive properties.

This is reflected in numerous tests for assessing various intellectual functions (tests of logical thinking, semantic and associative memory, arithmetic, spatial visualization, etc.). These tests are quite clearly separated from other methods of measuring individual psychological characteristics - personality tests aimed at measuring behavior in certain social situations, interests and emotions of a person.

In most intelligence tests, the subject on a special form is asked to establish the logical relations of classification, analogies, generalizations and others indicated by the instruction between the terms and concepts from which the test tasks are composed. He communicates his decisions either in writing or noting one of several options available on the form. The success of the test subject is determined by the number of correctly completed tasks, and the intelligence quotient is derived from it.

The success of the subject is related to the fact (according to G. Eysenck ):

To what extent, in his previous experience, he mastered the terms and concepts from which the test tasks are built;

To what extent were they assimilated exactly those mental actions that are necessary for solving the problems of the test;

And can he voluntarily actualize these actions;

To what extent the mental stereotypes developed in the subject in his past experience are suitable for solving test problems.

Thus, the test results reveal rather not the mental potential of the subject, but those features of his past experience, training, which inevitably affect his work on the test. This circumstance served as the basis for calling the results obtained when using intelligence tests "test" or "psychometric" intelligence.

Tests of special abilities, creativity, personality.

Achievement tests - assessment of the achieved level of development of abilities, skills and knowledge. Unlike intelligence tests, which reflect the influence of accumulated experience and general abilities, achievement tests measure the influence of special training programs, vocational and other training on the effectiveness of teaching a particular set of knowledge, the formation of various special skills. Thus, achievement tests are focused on assessing a person's achievements after completion of training. Achievement tests used in school psychodiagnostics have significant advantages over the existing assessment of student achievement.

Their indicators are focused on measuring the assimilation of key concepts, topics and elements of the curriculum, and not a specific body of knowledge, as is the case with traditional school assessment. Achievement tests, thanks to a standardized form of assessment, allow the level of student achievement in the subject as a whole and in its individual significant elements to be correlated with those in the classroom or in any other sample of subjects. This assessment is more objective and requires less time (since most often they are group tests) than the traditional school assessment.

They cover more topics. Tests provide an opportunity for an unambiguous objective assessment of the student, while exams do not provide such an assessment. For example, in 1994, 110 out of 50,000 graduates in Moscow received gold medals, and in Novosibirsk, out of 8,000, 55 graduates. The ratio is 1: 4.

Creativity test - methods designed to study and assess the creative abilities of a person. Creativity is the ability to generate new ideas, find non-traditional ways to solve problematic problems. The factors of creativity are fluency, clarity, flexibility of thinking, sensitivity to problems, originality, ingenuity, constructiveness in solving them, etc. such.

The most famous tests for measuring the cognitive aspect of creativity were developed by Joe Guilford and co-workers (1959) and Paul Torrance (1962). In domestic studies, on the basis of the allocation of a unit of measurement of creative abilities, called "intellectual initiative", an original methodology of the "creative field" has been developed. D.B. Epiphany (1983).

Special ability tests - Methods designed to measure the level of development of certain aspects of intelligence and psychomotor functions, mainly providing efficiency in specific, rather narrow areas of activity. Unlike intelligence tests aimed at broad areas of activity, special aptitude tests are aimed at specific areas of activity and are often complementary to intelligence tests.

They arose with the aim of professional selection and career guidance abroad. In foreign psychodiagnostics, the following groups of ability tests are distinguished: sensory, motor, technical (mechanical) and professionalized (counting, musical, reading speed and reading comprehension, etc.). The most widespread overseas are the complex batteries of abilities.

Advantages and disadvantages of the test method.

Tests consist of a series of questions with a choice of ready-made answers. When calculating points for tests, the selected answers receive an unambiguous quantitative interpretation and are summed up. The total score is compared with quantitative test norms and after this comparison, standard diagnostic conclusions are formulated.

The popularity of the test method is explained by the following main advantages (below, as a comparison, mainly traditional oral and written examinations are taken):

1. Standardization of conditions and results. Test methods are relatively independent of the qualifications of the user (performer), for the role of which even a laboratory assistant with a secondary education can be trained. This, however, does not mean that it is not necessary to involve a qualified specialist with a full-fledged higher psychological education in order to prepare a comprehensive opinion on a battery of tests.

2. Efficiency and efficiency. A typical test consists of a series of short tasks, each of which usually takes no more than half a minute to complete, and the entire test usually takes no more than an hour (in school practice, this is one lesson); a group of subjects is simultaneously tested at once, thus, there is a significant saving of time (man-hours) for data collection.

3. The quantitative differentiated nature of the assessment. The fragmentation of the scale and the standardization of the test make it possible to consider it as a “measuring instrument” that quantifies the measured properties (knowledge, skills in a given area). In addition, the quantitative nature of the test results makes it possible to apply a well-developed psychometric apparatus in the case of tests, which makes it possible to assess how well a given test works on a given sample of subjects under given conditions.

4. Optimal difficulty. A professionally made test consists of tasks of optimal difficulty. In this case, the average test subject gains about 50 percent of the maximum possible number of points. This is achieved through preliminary tests - a psychometric experiment. If in the course of it it becomes known that about half of the surveyed contingent copes with the task, then such a task is recognized as successful and it is left in the test.

5. Reliability. This is perhaps the most important advantage of tests. Everyone knows the "lottery" nature of modern examinations involving the drawing of "lucky" or "unlucky" tickets. The lottery for the examiner here turns into low reliability for the examiner - the answer to one fragment of the curriculum, as a rule, is not indicative of the level of mastering of the entire material. In contrast, any competently constructed test covers the main sections of the curriculum (the tested area of \u200b\u200bknowledge or manifestations of some skill or ability). As a result, the opportunity for "tail-fighters" to break out into excellent students, and for an excellent student to suddenly "fail" is sharply reduced.

6. The most important social consequence of the above advantages of the test method is fairness. It should be understood as protection from examiner's bias. A good test puts all subjects on an equal footing.

7. Possibility of computerization. In this case, this is not just an additional convenience that reduces the live labor of qualified performers during a mass examination. As a result of computerization, all testing parameters are increased. There is a possibility of ensuring information security. It is possible to create a "bank of test items", which allows you to technically prevent abuse by unscrupulous examiners. The choice of tasks offered to a specific subject can be made from such a bank by the computer program itself right during testing, and presenting a given subject with a specific task in this case is as much a surprise for the examiner as for the subject.

8. Psychological adequacy. This is the most important psychological consequence of optimal complexity. The presence in the test (in comparison with the traditional examination options) of a larger number of short tasks of average difficulty gives many subjects (especially anxious, unsure of themselves) a chance to believe in themselves, to activate the psychologically optimal attitude "to overcome". When such a subject remains face to face in front of one or two very complex and large tasks and does not see how it is possible to cope with them at all, then he becomes discouraged and does not reveal all his possibilities.

And if there are a lot of tasks and some of them clearly begin to "succumb" (the subject is sure that he will cope with them), the person in the testing process is encouraged and begins to "fight" for the maximum result. The property of optimal complexity not only provides the measuring (discriminating) power of the test, but also ensures the optimal psychological mood of the subjects. The test situation of optimal difficulty is the optimal pathogen - people experience the normal level of stress (tension) necessary to show the best result. Lack of stress (in the case of an easy test), and even more so excess (in the case of a difficult one) distorts the measurement results.

Disadvantages of testing:

1. The danger of "blind", automatic mistakes. The blind belief of unqualified performers that the test should work correctly automatically sometimes gives rise to errors and incidents: the subject did not understand the instructions and began to answer completely differently from the standards of the instructions, the subject for some reason applied distorting tactics, there was a "shift" in the application key stencils to the answer sheet (for manual, non-computerized scoring), etc.

2. The danger of profanation. The external ease of conducting tests attracts people who do not want to seriously get acquainted with psychodiagnostics.

3. Loss of an individual approach, "stressfulness". The test is for everyone. It is quite possible to miss the unique personality of a non-standard person (especially a child). The subjects themselves feel this, and it makes them nervous - especially in the situation of certification testing.In people with reduced stress resistance, there is even a certain violation of self-regulation - they begin to worry and make mistakes in basic questions for themselves.

4. Loss of an individual approach, "reproductiveness". Knowledge tests are designed to identify ready-made, standard knowledge. Most tests are not aimed at creative, constructive activities.

5. Lack of trusting environment. The testing procedure can give the subject the impression that the psychologist has little interest in him personally, in his problems and difficulties. In this regard, dialogical methods have an undoubted advantage.

6. Inadequate complexity. Sometimes unskilled "testologists" bring down tests that are too complicated for him by age. He has not yet developed the necessary concepts and conceptual skills to adequately comprehend both the general instructions for the test and the meaning of individual questions.

Tests cannot be done as the only comprehensive method of any diagnosis, they require the parallel use of other diagnostic methods. The best guarantee against profane and profanity is a serious and qualified interest in what kind of experimental and scientific work the developers of the test have done, how fully this work and its results are reflected in the accompanying documentation. These are, first of all, issues of reliability, validity and representativeness.

Questionnaires as a standardized self-report.

Questionnaires are a large group of techniques, the tasks of which are presented in the form of questions or statements, and the task of the subject is to independently report some information about himself in the form of answers. Introspectionism, the psychology of self-observation, can be considered the theoretical basis of this method. The questionnaire method was initially considered as a kind of self-observation. But given the given answer options, this self-observation, which is given a standardized character, comes close to objective testing in many formal ways.

A research tool with which subjects receive answers to many written questions. A group of psychodiagnostic techniques in which tasks are presented in the form of questions and statements. Designed to obtain data from the words of the subject (standardized self-report).

Types of questionnaires.

A survey is a method in which a person answers a series of questions asked to him. Oral interrogation is used when it is desirable to observe the behavior and reactions of the person answering the questions. This type of survey allows you to penetrate deeper into human psychology than written, but it requires special training, education and, as a rule, a lot of time spent on conducting research. The answers of the subjects, received during oral questioning, significantly depend on the personality of the person who is conducting the interview, and on the individual characteristics of the person who answers the questions, and on the behavior of both persons in the interview situation.

A written survey allows you to reach a larger number of people. Its most common form is a questionnaire. But its drawback is that, using the questionnaire, one cannot take into account the reactions of the respondent to the content of its questions in advance and, on this basis, change them. Free survey is a type of oral or written survey, in which the list of questions asked and possible answers to them is not limited in advance to a certain framework. A survey of this type allows you to flexibly change the research tactics, the content of the questions asked, and receive non-standard answers to them.

Personality questionnaires.

Standardized questionnaires, with the help of which the degree of expression of personality traits of the subjects or other personality traits is uniquely and quantitatively assessed. As a rule, there are no “right” and “wrong” answers in personality questionnaires. They only reflect the degree of agreement or disagreement of the subject with this or that statement. By the nature of the answers to the questions, they are divided into questionnaires with prescribed answers (closed questionnaires) and with free answers (open questionnaires).

In closed questionnaires, options for answers to the question posed are provided in advance. The subject must choose one of them. The most common is a two- or three-choice choice of answer (for example: “yes, no”; “yes, no, I find it difficult to answer”). The advantage of closed questions is the simplicity of the procedure for registering and processing data, a clear formalization of the assessment, which is important in a mass survey. At the same time, this form of response “coarsens” the information. Often the subjects have difficulties when it is necessary to make a categorical decision.

Open questionnaires provide free answers without any special restrictions. The subjects give answers at their own discretion. Standardization of processing is achieved by assigning random responses to standard categories. Advantages: obtaining detailed information about the subject; conducting a qualitative analysis of the responses. Disadvantages: the complexity of formalizing the answers and their assessments; difficulty in interpreting the results; cumbersome procedure and time consuming.

Personality traits questionnaires - a group of personal questionnaires developed on the basis of identifying personality traits. Directly observed personality traits act as a source material for constructing questionnaires. In contrast to the construction of typological questionnaires, this approach requires a grouping of personality traits, rather than non-investigated ones. In questionnaires of personality traits, the diagnosis is carried out by the gradual expression of traits. Example: (16 personality factors) - Cattell questionnaire, USK.

Typological questionnaires - a group of personality questionnaires developed on the basis of identifying personality types as integral formations that cannot be reduced to a set of traits (or factors). This approach requires a grouping of the subjects themselves, and not their personal characteristics. In typological questionnaires, diagnostics is carried out on the basis of comparison with the corresponding / average / personality type. Example: G. Eysenck, MMPI.

Motive questionnaires - a group of personality questionnaires designed to diagnose the motivational-need-sphere of a person, which makes it possible to establish what a person's activity is aimed at (motives as reasons determining the choice of direction of behavior) and how the dynamics of behavior is regulated.

Interest questionnaires - a group of questionnaires designed to measure interests and choice of professional activity Questionnaires of interests, depending on the saturation of personal indicators, can be attributed to both personality questionnaires and questionnaires.

Values \u200b\u200bquestionnaires - a group of personality questionnaires designed to measure the values \u200b\u200band value orientations of a person. Values \u200b\u200bare formed in the process of assimilating social experience and are found in interests, attitudes and other manifestations of the personality.

Installation questionnaires - a group of questionnaires designed to measure the relative orientation of a person in a one-dimensional continuum of attitudes.

Biographical questionnaires - a group of questionnaires-questionnaires to obtain data on the history of a person's life. Most often, questions concern age, health, marital status, level and nature of education, special skills, career advancement and other relatively objective indicators. They help gather the information needed to reliably interpret test scores.

Forms of questions: open and closed (dichotomous and alternative). Forms of presentation of results. Ways to improve the reliability of questionnaires (multiple duplication of questions, introduction of a "scale of lies", rejection of direct questions, etc.).

The specifics of the questionnaire. Questioning is an empirical method of obtaining information based on answers to specially prepared questions that make up the questionnaire. Preparation of the questionnaire requires professionalism. The survey can be oral, written, individual, group. The material of the questionnaire is subjected to quantitative and qualitative processing.

Questionnaires are used to obtain any information about a person that is not directly related to his psychological and personal characteristics. They assume a rigidly fixed order, content and form of questions, a clear indication of the form of answers. Questionnaires are classified according to the content and design of the questions (open, closed, semi-open). Respondent - the person who answers the questionnaire or interview.

Features of interviewing. An interview is a type of conversation in which the task is to get the respondent's answers to certain (usually prepared in advance) questions.

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Introduction

2. Rules for conducting a conversation

Conclusion

List of references

Introduction

Psychodiagnostics (from the Greek psyche - soul and diagnosis - recognition, determination) is a technological process of making a psychological diagnosis. It includes the development of requirements for measuring instruments, the design and testing of techniques, the development of examination rules, the processing and interpretation of the results. Psychodiagnostics is based on psychometrics, which quantitatively measures individual psychological differences and uses concepts such as representativeness, reliability, validity, and reliability. The main psychodiagnostic techniques include tests of intelligence, achievements, special abilities, criterion-oriented tests; questionnaires to identify interests, value orientations of the individual; projective techniques for diagnosing attitudes, relationships, preferences, fears; psychophysiological methods for measuring the properties of the nervous system (performance, rate of activity, switchability, noise immunity); poorly formalized techniques (observation, conversation, content analysis).

The interpretation of the data obtained with the help of certain psychodiagnostic methods can be carried out on the basis of the use of two criteria: in a qualitative comparison with the norm or standard, which can be ideas of non-pathological development or socio-psychological standards, with the subsequent conclusion about the presence or absence of a certain sign ; in a quantitative comparison with the group with the subsequent conclusion about the ordinal place among others.

1. Conversation as a method of psychodiagnostics

Conversation is a psychology-specific method of studying human behavior, since in others natural sciences communication between the subject and the object of research is impossible.

Conversation is included as an additional method in the structure of the experiment:

At the first stage, when the researcher collects primary information about the subject, gives him instructions, motivates, etc., and

At the last stage - in the form of a post-experimental interview.

Researchers distinguish between:

Clinical conversation is an integral part of the "clinical method"

Purposeful interrogation "face to face" - interview.

The clinical interview is not necessarily carried out with the patient in the clinic. This is a way of exploring the whole personality,

Its goal is that in the course of a dialogue with the subject, the researcher seeks to obtain the most complete information about his individual and personal characteristics, life path, the content of his consciousness and subconsciousness, etc.

Clinical interviews are most often held in a specially equipped room.

An interview is a focused survey. The interview method is widely used in social psychology, personality psychology, and labor psychology.

The main field of application of interviews is sociology. Therefore, by tradition, it is referred to as sociological and socio-psychological methods.

An interview is defined as a "pseudo-conversation" - the interviewer must at all times:

Remember all the time that he is a researcher,

Don't overlook the plan

Lead the conversation in the direction he wants.

There are many specific guidelines for designing and conducting interviews.

2. Rules for conducting a conversation

2. The questions asked by the psychologist should not be of a purely clinical nature, i.e. should not be aimed at identifying signs of a painful condition.

3. In a conversation, a psychologist should receive psychological information regarding the characteristics of cognitive activity (memory, thinking, attention, speech).

4. It is also advisable to include in the conversation questions that make it possible to determine the peculiarities of orientation in place, time, self, characterizing the state of consciousness at the time of the examination.

5. A conversation conducted with children should, in addition, give a general idea about the level of intellectual development, about the correspondence of this level to the child's age.

6. When talking with children, special attention should be paid to issues related to the characteristics and motives of behavior, attitudes towards family and school, interests, inclinations, difficulties in learning, the nature of relationships with peers and adults, attitudes towards their defect, the situation of examination.

In addition to the diagnostic function associated with obtaining information about the characteristics of mental activity and the personality of the patient, the conversation also performs a "tuning" (psychocorrectional and psychotherapeutic) function.

The result and the process of further experimental research largely depend on the subject's attitude to the examination situation, on his motivation, attunement to work and cooperation with the experimenter, and on his emotional state.

Many subjects perceive the examination situation as an expert one (and in some cases it is), that is, a situation in which the subject's intelligence and personality will undergo a certain assessment.

Any expert situation should evoke a certain emotional response in a person. However, if the excitement, anxiety, desire to make a favorable impression (or the fear of making an unfavorable) caused by such a situation acquire a hypertrophied character, then such a reaction can lead to a disturbance or inhibition of the subject's activity.

The opposite reaction to the experimental situation is also inadequate - when a person is indifferent, disinterested in the work ahead.

To this end, during the conversation, the psychologist should spend some effort on creating a positive attitude in the patient for further activities, for cooperation:

Subjects who are not serious about the examination, dismissively, must be convinced of its importance in terms of treatment, the prospects for discharge, the adoption of an expert opinion, etc.

In other subjects, it is necessary to remove the fear of the examination, to convince them of the fundamental possibility of performing the proposed tasks, to instill in them confidence in their abilities.

In the course of the conversation, a certain mood for further activities is created, inadequate attitudes of the subjects are corrected. Pathopsychological research in general, and the conversation in particular, are not strictly algorithmic, but should flexibly follow the logic of the development of the relationship between the psychologist and the subject. There is not and cannot be a single unified conversation scheme for all.

psychodiagnostics conversation patient confidential

The conversation should be structured in accordance with the principles and technology of clinical interviews used in psychological counseling and psychotherapy.

The basis for a successful conversation is the ability to establish, trusting relationships with the subject.

Compliance with deontological principles is mandatory for a pathopsychologist.

The art of conversation is in what questions and how the psychologist asks. In a conversation, one should avoid direct questions, questions "head-on", especially if they relate to painful topics for the patient (which can be evaluative questions that affect conflict, unpleasant moments of his life and experiences).

You should not ask closed questions that require any definite answer. In a clinical conversation, preference should be given to open questions that stimulate the patient's speech activity.

To establish an emotionally confidential contact with a patient, the conversation should be informal.

However, an outwardly casual and informal conversation should be well thought out, clearly planned by a psychologist.

The conversation program should be built in advance, based on the analysis of preliminary data about the future subject (obtained from the anamnesis, from conversations with the attending physician, relatives).

The form of the conversation and the nature of the questions asked are influenced by:

Age,

The educational (cultural) level of the patient,

Features of receiving and processing information, characteristic of it,

Possibility of negative attitudes towards research,

Conclusion

Modern psychodiagnostics has become a separate area of \u200b\u200bscientific and practical psychodiagnostic knowledge. Modern methods of mathematics and physics, as well as means of electronic psychodiagnostics, are finding ever wider application in psychodiagnostics.

So, psychology uses a number of methods. Which one is rational to apply is decided in each individual case, depending on the tasks and the object of research. In this case, not one method is usually used, but a number of methods that mutually complement and control each other.

List of references

1. Nemov RS Psychology: In 3 kN. Book. 3: Psychodiagnostics. M .: "VLADOS", 1998.-632s.

2. Internet resources

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Federal Agency for Education

State educational institution

Higher vocational training

Penza State University

Faculty of Economics and Management

Department: "Marketing"

on the course "Psychodiagnostics"

"Psychodiagnostic possibilities of conversation"

Performed by a student of the group

07EO1 Sorokovikova Ya.D.

Checked Ph.D. Rozhnov

Ruslan Vladimirovich

Introduction

1. The main types of conversations

2. Structure of the conversation

3. Types of conversations

4. Reflexive and non-reflective listening

5. Verbal communication during the conversation

6. Non-verbal communication during the conversation

7. Classification of question types

8. Examples of conversations

Bibliographic list

Introduction

The method of conversation is a psychological verbal-communicative method, which consists in conducting a thematically directed dialogue between a psychologist and a respondent in order to obtain information from the latter.

Conversation is a method of collecting primary data based on verbal communication. If certain rules are observed, it allows one to obtain no less reliable information than in observations about events of the past and present, about stable inclinations, the motives of certain actions, about subjective states.

Conversation as a method of psychodiagnostics has some differences in the form and nature of the organization.

The possibilities of conversation as a dialogue - a tool for meeting a person with a person - are associated, in particular, with the breadth of choice of the type of conversation in the spectrum from "fully controlled" to "practically free". The main criteria for classifying a conversation as a certain type are the features of a previously prepared plan (program and strategy) and the nature of the standardization of the conversation, that is, its tactics. A program and a strategy, as a rule, means a set of semantic topics and a sequence of movement between them compiled by the questioner in accordance with the goals and objectives of the conversation. The higher the degree of standardization of the conversation, the more strict, defined and unchangeable the set and form of questions in it, that is, the more rigid and limited the tactics of the questioner. Standardizing a conversation also means shifting the initiative to the side of the questioner.

1. Basic conversation types

· Fully controlled conversation involves a rigid program, strategy and tactics;

· Standardized conversation - persistent program, strategy and tactics;

· Partially standardized - stable program and strategy, tactics are much more free;

· Free - the program and strategy are not determined in advance, or only in basic outline, the tactics are completely free.

· Almost free conversation - the absence of a pre-formulated program and the presence of a proactive position in the conversation with the one with whom it is being conducted.

Fully and partially standardized conversation allows comparison of different people; conversations of this type are more time-consuming, can draw on the questioner's less experience, and limit unintended exposure to the subject.

However, their big drawback is that they do not seem to be a completely natural procedure, which has a more or less pronounced shade of an examination questioning, and therefore fetters immediacy and causes defense mechanisms to act.

As a rule, this type of conversation is resorted to if the interviewer has already established cooperation with the interlocutor, the problem being investigated is simple and rather partial.

A free-type conversation is always focused on a particular given interlocutor. It allows you to obtain a lot of data not only directly, but also indirectly, to maintain contact with the interlocutor, is distinguished by a strong psychotherapeutic content, and provides a high spontaneity of the manifestation of significant signs. This type of conversation is characterized by particularly high demands on the professional maturity and level of the questioner, his experience and ability to use the conversation creatively.

In general, the procedure for conducting a conversation presupposes the possibility of including in it a variety of modifications - tactical techniques that make it possible to especially enrich its content. So, in conversations with children, dolls, various toys, paper and pencil, dramatic scenes justify themselves well. Similar techniques are possible in conversations with adults, it is only necessary for them to organically enter the system of conversation. Presentation of a specific material (for example, a scale) or a discussion of the content of a drawing just completed by the subject becomes not only a "hook" for the further course of the conversation, expanding its programs, but also allows obtaining additional indirect data about the subject.

2. Conversation structure

Despite the obvious variety of types of conversation, they all have a number of permanent structural blocks, the consistent movement along which provides the conversation with complete integrity.

The introductory part of the conversation plays a very important role in the composition. This is where it is necessary to interest the interlocutor, to involve him in cooperation, that is, “to set him up for joint work.

The principal is the circumstance who initiated the conversation. If it occurs on the initiative of a psychologist, then its introductory part should interest the interlocutor in the topic of the upcoming conversation, awaken the desire to participate in it, and make it clear the importance of his personal participation in the conversation. Most often this is achieved by appealing to the past experience of the interlocutor, by showing a benevolent interest in his views, assessments, opinions.

The subject is also informed about the approximate duration of the conversation, its anonymity, and, if possible, about its purpose and further use of the results.

If the initiator of the upcoming conversation is not the psychologist himself, but his interlocutor, who turns to him about his problems, then the introductory part of the conversation should clearly demonstrate the following: that the psychologist tactfully and carefully treats the interlocutor's positions, he does not condemn anything, but also does not justifies by accepting him as he is.

In the introductory part of the conversation, the first check of its stylization takes place. After all, the set of expressions and phrases used by the psychologist, the appeal to the interlocutor, depend on the age of the latter, gender, social status, living environment, level of knowledge. In other words, the vocabulary, style, conceptual form of utterances should evoke and maintain a positive reaction in the interlocutor and the desire to give complete and true information.

The duration and content of the introductory part of the conversation fundamentally depends on the circumstance, whether she will be the only one with the given interlocutor or she may develop; what are the objectives of the study, etc.

At the initial stage of the conversation, the non-verbal behavior of the psychologist plays a special role in establishing and maintaining contact, indicating the understanding and support of the interlocutor.

It is impossible to give a ready-made algorithm for the introductory part of the conversation, a repertoire of phrases and statements. It is important to have a clear idea of \u200b\u200bits goals and objectives in a given conversation. Their consistent implementation, establishing strong contact with the interlocutor allows you to move on to the next, second stage.

It is characterized by the presence of general open questions on the topic of the conversation, causing as many free statements of the interlocutor as possible, the presentation by him of his thoughts and experiences. This tactic allows the psychologist to accumulate certain factual event information.

Successful completion of this task allows you to move on to the stage of detailed direct discussion of the main topic of the conversation (This logic of the development of the conversation is also implemented within the development of each particular semantic topic: one should move from general open questions to more specific, specific ones). Thus, the third stage of the conversation is a detailed study of the content of the discussed problems.

This is the culmination of the conversation, one of its most difficult stages, since everything here depends only on the psychologist, on his ability to ask questions, listen to answers, and observe the behavior of the interlocutor. The content of the stage of such a study is completely determined by the specific goals and objectives of this conversation.

The final phase is the end of the conversation. The transition to it is possible after the successful and sufficiently complete implementation of the previous stage of the study. Typically, there are attempts to ease the tension in the conversation in one form or another, and appreciation is expressed for cooperation. If the conversation involves its subsequent continuation, then its completion should preserve the readiness of the interlocutor for further joint work.

Of course, the described stages of the conversation do not have rigid boundaries. The transitions between them are gradual and smooth. However, "skipping" through the separate phases of the conversation can lead to a sharp decrease in the reliability of the data obtained, disrupt the process of communication, dialogue of interlocutors.

3. Types of conversation

Conversations differ depending on the psychological task pursued. The following types are distinguished:

Therapeutic conversation

Experimental conversation (to test experimental hypotheses)

· Autobiographical conversation

Collecting a subjective anamnesis (collecting information about the personality of the subject)

Collection of an objective history (collection of information about the subject's acquaintances)

· Telephone conversation

The interview is referred to as a method of conversation and a method of polling.

4. Reflexive and non-reflective listening

There are two styles of conversation, and during it, one can replace the other, depending on the context.

Reflexive listening is a style of conversation, in which active speech interaction between the psychologist and the respondent is assumed.

Reflexive listening is used to precisely control the correctness of the perception of the information received. The use of this style of conversation may be associated with the personality traits of the respondent (for example, a low level of development of communication skills), the need to establish the meaning of the word that the speaker had in mind, cultural traditions (etiquette of communication in the cultural environment to which the respondent and the psychologist belong ).

Three basic techniques for maintaining a conversation and controlling the information received:

1. Clarification (use of clarifying questions)

2. Paraphrasing (formulation of what the respondent said in his own words)

3. Verbal reflection of the respondent's feelings by the psychologist

4. Summary

Non-reflective listening is a style of conversation that uses only the minimum of words and non-verbal communication techniques necessary from the point of view of expediency on the part of a psychologist.

Non-reflective listening is used when there is a need to let the subject speak out. It is especially useful in situations where the interlocutor expresses a desire to express his point of view, discuss topics of concern to him and where he has difficulties in expressing problems, easily gets lost with the intervention of a psychologist and behaves enslaved in connection with the difference in social status between the psychologist and the respondent.

5. Verbal communication in progressconversations.

Verbal communication in the course of a conversation in a general sense implies the ability to correctly address your interlocutor, ask questions and listen to his answers.

One of the main methods of addressing, allowing the interlocutor to more clearly express his thoughts, feelings, problems, and the psychologist to understand him, is the so-called "You-approach" - the study of a person in order to better understand him. Let's ask ourselves: what would interest us in this case? How would we react in the place of our interlocutor? These are already the first steps in the direction of the “you-approach” 15. In verbal terms, it is realized in the transition from statements in the first person to formulations directly addressed to the interlocutor. For example, instead of "I would like to ..." - "You want to ..."; "It seems to me ..." "-" Your problem seems to be that ... ", or:" You are probably more interested in talking about ... ". The same applies to the statement and transmission of facts. For example, instead of: "Although you don't know", - "As you know ..."; "You probably haven't heard ..." - "You've probably already heard about this ...". Anyone is more willing to talk about their own problems and desires, and no interlocutor is an exception to this rule.

It is possible to encourage the interlocutor to express his thoughts by means of "minimizing answers", that is, by consciously using in his speech neutral phrases that are essentially insignificant, allowing meaningful continuation of the conversation. Such responses are not just remarks that are made when there is nothing to answer; they help to express approval, understanding, interest, invitation, to speak freely and naturally. ”Research has shown that the simplest neutral remark, or an affirmative tilt of the head, encourages the interlocutor and makes him want to continue communication. It is only important that the answers arise naturally and are always truly neutral.

The most common minimum answers are as follows:

"Yes?"; “Go on, go on, this is interesting”; "I see"; "Is it possible in more detail ...".

These remarks are neutral, they are sometimes called “opening”, that is, those that contribute to the development of the conversation, especially at the very beginning. * They relieve the speaker's tension arising from the fear of being misunderstood, of being rejected, because a listener's silence can be misinterpreted as disinterest or disagreement.

On the other hand, some short remarks, on the contrary, can become a hindrance in communication, because can be understood as compulsion to it. These are statements of the following type: “This is why?”; "Give me at least reasons for that"; "Why not?"; "Well, it can't be so bad ...". They are more likely to lead to the end of the conversation than to continue it.

Questions are of fundamental importance in conducting a conversation. With their help you can:

Lead the processes of transferring information by the interlocutor in a certain direction, corresponding to the conversation program;

Take initiative in conversation;

Activate the interlocutor in order to move from a monologue speech to a dialogue;

To give the interlocutor an opportunity to prove himself, to prove his knowledge, to demonstrate his opinions, assessments, views and positions.

6. Non-verbal communication in progressconversations

In addition to verbal communication, there are non-verbal elements in the conversation, such as: facial expressions, intonation and timbre of the voice, postures and gestures, interpersonal space and visual contact.

Non-verbal communication allows you to better understand what is said. In the case when non-verbal "messages" contradict the spoken words, you should be especially careful about this circumstance. Contradictory gestures and words of the interlocutor should be answered with emphatic thoughtfulness, leaving yourself time to assess what is happening and make a decision. For example, the speaker agrees with you, but at the same time shows signs of doubt: he makes frequent pauses, asks questions, his face expresses surprise, etc. In this case, a statement of this type is possible: “It seems that you are skeptical about this? And what could it be connected with? " Such a statement expresses attention to what the interlocutor says and does, without causing him anxiety or a defensive reaction.

So, the effectiveness of the conversation depends not only on attention to the words of the speaker, but also, to no less extent, on the understanding of non-verbal signals - the speaker's gestures and facial expressions. Analysis of the content of verbal and non-verbal communication allows you to correctly interpret the content of the conversation and, therefore, increases the level of reliability of its results.

7. Classification of question types

The conversation is controlled by asking questions. The one who formulates the questions leads the conversation. The question is built depending on the potential answer. There are several classifications of question types used in a conversation.

I. The first is based on the breadth of the forthcoming answer. It identifies three main groups of issues:

a) Closed-ended questions are questions that are expected to be answered “yes” or “no”. They are addressed to the entire volume of meaning contained in them.

Examples: “Do you like to wander on an autumn evening in a warm and quiet rain?”; “Is that all you wanted to say?”; "It's difficult?"; "Would you prefer to do it yourself?"

Closed questions lead to the creation of a tense atmosphere in the conversation, since they sharply narrow the "room for maneuver" for the interlocutor, and can easily disrupt the speaker's train of thought.

They switch the focus of communication from the speaker to the listener, and often force the speaker to take a defensive position. Consequently, the use of this type of questions is not carried out accidentally, but only with a strictly defined purpose - to expand or narrow the speaker's initial message, to aim directly at making a decision.

b) Open-ended questions are questions that cannot be answered "yes" or "no", they require some kind of explanation. These are the so-called “who”, “what”, “how”, “how much”, “why” questions. For example: “What is your opinion on this issue?”; “Why do you consider this view insufficient?”; "What are you going to do in the summer?"

Questions of this type allow communication to go into a kind of dialogue-monologue with an emphasis on the interlocutor's monologue, that is, to a higher level of conversation.Thanks to their use, the interlocutor is in a more active state, he has the opportunity, without preparation, at his discretion, to build the content of the answers ... Open questions can also be critical in their function, that is, for the transition from one, already fully disclosed semantic topic, to another.

c) Clarifying questions - are an appeal to the speaker for clarification. They force the interlocutor to reflect, think carefully and comment on what has already been said. For example: “Is this the problem, as you understand it?”; "What do you mean?".

However, on the way to in-depth clarification of the content of the interlocutor's answer, it seems more convenient not to formulate questions, but to paraphrase the technique, when the speaker is given his own message, but in the words of the listener. The purpose of paraphrasing is the speaker's own formulation of the message to test its accuracy. " Paraphrasing can begin with the following words: “As I understand you”; “As I understand it, you are saying ...”; "In other words, you think"; "In your opinion." When paraphrasing, only the main, significant points of the message are selected, otherwise the answer, instead of clarifying the understanding, may cause confusion. It is important for the listener to be able to express someone else's thought in his own words.

II. There is another classification of questions, depending on the meaning of the answers associated with them:

a) "Yes - no" questions, that is, closed.

b) Alternative questions. The question contains in itself the possible choice that the interlocutor has to make. The answer to it will cover only part (more or less) of the meaning contained in the question.

c) Electoral issues. The question asks a certain circle of "objects" without naming them specifically, from which a choice can be made.

This choice is contained in the answer to the electoral question. For example: "What is he sick with?" - "Flu".

d) X questions that do not suggest an answer. For example: “What did he say?”; “What are you going to do in the summer?” - To a question of this type, any answers may follow that are clearly not related to the semantic landmarks contained in the question. The coordination between the question and the X answer is confirmed by the fact that the question with the X answer cannot be built in the same way as it is built with the "yes-no" answers, alternative and selective answers.

This classification is not absolute and rigid.

The proposed four types of questions should be considered as the main guidelines to which specific answers may gravitate to a greater extent.

III. Another classification of questions in a conversation is based on a completely different qualitative feature, namely, the functional role of this issue in the holistic program of the conversation. The following types of questions are distinguished in it:

a) Latent questions are the variables in which we want to characterize the subject - These are, in fact, the questions that the interviewer asks himself. The content of the "latent", "general" question gives rise to a whole fan of specific questions, the answers to which allow us to penetrate into those problems that are clearly not formulated during the conversation,

b) Direct questions are a means of realizing an underlying question. Direct questions can be formulated in a personal form: "Do you know ..."; "What do you think about...?"; "What is your opinion about ...?" They can also be formulated in an impersonal or semi-impersonal form: "Some people believe that ..."; "What about your point of view?"

c) Filtering questions - they serve as control questions. A positive or negative answer received to them should be repeated to the questions related to them. If the subject has no knowledge of the subject of discussion, then he cannot have his own opinions and assessments.

a) Direct - directly related to the subject under study, the topic under discussion, for example: "Are you afraid to contact a stranger?"

b) Indirect - more indirectly relate to the subject under study, leaving the subject with a fairly wide choice of answers, and also check the sincerity of the interlocutor's words, for example: "What do you do when you are afraid to turn to a stranger?"

c) Projective - this is a request to the interlocutor to imagine certain circumstances and express their attitude towards them: "Are everyone afraid to address strangers?" To them you can add an auxiliary question: "Well, how are you?"

Regardless of the specific type of questions and their classification, there are a number of general rules regarding types of statements that are unacceptable in a conversation.

You should avoid leading questions that, by their very formulation, suggest the answer: “Do you, of course, like to read books?”; questions, the first part of which contains any evaluative position or point of view of the experimenter: “I know that such self-confident people like you communicate easily. Is not it?"; questions of an arbitrary, unverified, alternative nature: "Is it easy for you to meet other people or is it difficult for you to do it?" (the subject may adhere to the third point of view, which is not at all asked by this question and therefore may remain unspoken); and, finally, questions that are too broadly formulated regarding the subject of discussion: "How do you feel about other people?"

If the experimenter's questions begin to touch upon an area to which the subject is painful, then this subjective painfulness can be mitigated by general phrases that belittle the unfavorable impression: “Everyone sometimes has to experience troubles, disappointments”; “Parents do not always understand their children correctly,” etc. Sometimes such phrases make it easier for the subject to communicate (direct or indirect) about events, situations, and assessments that are important to him.

However, as we have already said, one should not abuse the comments and express them as rarely as possible, more carefully and always thoughtfully.

The effectiveness of the conversation process largely depends on the ability to listen to the interlocutor. Listening and perceiving means, in other words, the ability not to be distracted, to maintain constant attention, and steady eye contact. Since the speed of thinking is about four times the speed of speech, time should be used to analyze and draw conclusions from what was directly heard.

Thus, conducting a conversation requires the psychologist to successfully implement the professional ability to listen, observe, and speak.

8. Examples of conversations

Correct.

K-client.

M-manager.

M: Good afternoon!

K: Hello!

M: My name is Yana. Sit down please.

K: Evgeny Nikolaevich.

M: Evgeny Nikolaevich, how can I help you?

K: I want to have an unforgettable two week vacation.

M: Where would you like to go?

K: I haven't thought about it yet. What can you suggest me?

M: First, I would like to clarify some points. And after that I will give you options. Have you already experienced such trips?

K: No. This is my first time traveling.

M: I am very glad, Evgeny Nikolaevich, that you have contacted us. Would you like to relax abroad?

M: What climate should be in this country? I mean, should it be a warm country or with a real snowy winter and a prickly frost?

K: We have a cool summer this year. Therefore, I would like to visit some warm paradise, bask in the sun, enjoying the sound of the surf.

M: Evgeny Nikolaevich, what a wonderful desire! And I will do my best and more to make it happen. Something tells me that this should most likely be a hotel with good service ...

K: Yes! I think a 3 star hotel will suit me.

M: Sorry for the immodest question, but what do you think is the hotel star system?

K: They differ in service, location and so on.

M: Or maybe it's better for us to first decide what kind of service you should be provided, and only then we will finally choose stardom?

K: Okay, Yana. Let's try.

M: We have not chosen a country yet and I would like to return to this. Should it be something more traditional (Turkey, Egypt) or something extravagant?

K: Traditional. I'm not a thrill-seeker. Let's focus on Turkey. Moreover, not so long ago a friend visited me there and was satisfied.

M: Good. So Turkey, a hotel by the sea ...

K: Uh-huh ... The room should have air conditioning, a large soft bed and a gorgeous view from the window.

M: So, your hotel will be located on the first coastline. Let's move on to stardom. Since you want air conditioning in the room, this is 4 or 5 stars, as for 3 stars this is not a mandatory service. In 5 star hotels everything is the same as in 4 * hotels, but at a higher quality level. And also sometimes a second bathroom in the room and a telephone in the bathroom. Rooms are not less than 16 sq.m. Accordingly, for a higher fee.

K: I think a telephone in the bathroom is overkill ...

M: How much would you like to meet?

K: I think 20,000-25,000 rubles. Is that enough for 4 stars?

M: Oh yes! Evgeny Nikolaevich. This is quite enough.

K: Yana, unfortunately, I'm running out free time and I have to leave you. But I hope we will meet soon and see our deal through to the end.

M: Of course! How can I contact you?

K: Here's my business card. There work and cell phones, as well as my e-mail.

M: Good. I will send you a selection of hotels in Turkey. You will choose what suits you best. We will meet at a convenient time for you. And we will discuss the remaining questions. And please take my card.

K: Thank you! See you.

M: All the best!

Wrong.

K: Hello!

M: Hello!

K: Can I sit down?

M: Yes, of course! What would you like?

K: Relax.

M: That's understandable. Everyone comes to us for this. Have you already chosen the country?

K: Probably Turkey ... But I'm not sure yet ...

M: Turkey is the most common option. You can't make a mistake.

K: Well ... I'm not sure ... Although my friend recently went ...

M: Surely he liked it!

M: All BUT we will take into account and correct. How much are you willing to pay for the trip?

K: ... 20-25 thousand rubles ...

M: Great! How many stars should a hotel be?

K: I actually don't know much about this ...

M: Well, it doesn't matter! Now everyone has the Internet. You can find everything there. Our company also has a website there. Pop in at your leisure. Decide and come to me again. We will conclude an agreement. Now I have to go ...

K: Goodbye!

1. The manager is poorly educated and does not have a clear understanding of the rules of etiquette.

2. There is no individual approach to the client. A well-developed version is proposed.

3. The awareness of the conversation is very low. The manager does not say anything about the country that he offers and does not even tell about the star system. Although the client hinted that he wants to know more about this. This indicates a low qualification of the manager.

4. The manager did not leave any contact information and did not ask the client for it.

Bibliographic withsqueak

1. Basics of psychodiagnostics, textbook / Byzova V.М. - Syktyvkar, State. University, 1992, 59 p.

2. Annotated index of methods of socio-psychological dianostiki: textbook / Croz MV - M .: Publishing house of Moscow State University, 1991, 55 p.

3. Verbal and communicative methods in psychology / Nikandrov V. V. - SPb .: Rech, 2002, 72 p.

4. Lectures on the methodology of specific social research / Ed. G. M, Andreeva. - M; Publishing house of Moscow State University, 2000.

5. I am listening to you: Advice to the leader on how to properly listen to the interlocutor / Atvater I. - M .: Economics, 1988, 110 p.

6. Psychological diagnostics: Textbook for universities / Ed. M.K. Akimova, K.M. Gurevich. - SPb .: 2005. - 652s .: ill.

7. Psychodiagnostics for service specialists: a tutorial / R.V. Rozhnov. - Penza: Information and Publishing Center of PSU, 2007. - 150p.

Methods of psychological diagnostics: observation, conversation, interview, questioning. The list of questions for a psychodiagnostic conversation An example of a diagnostic conversation technique

Psychodiagnostic conversation as a method of obtaining information based on verbal communication.

Advantages and disadvantages of the conversation method.

Tests of special abilities, creativity, personality.

Advantages and disadvantages of the test method.

Questionnaires as a standardized self-report.

Types of questionnaires.

Personality questionnaires.

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