METHOD FOR DETERMINING AGGRESSIVENESS
PROCESSING THE RESULTS AND THEIR SIGNIFICANCE<\/p>\n
During the test subject’s answers to the test questions, the psychologist fills out a registration sheet (see Table “Registration sheet”). Points are assigned in accordance with the criteria described in the table “Possible answers and assessment”.
Each cell of the registration sheet reflects the aggressiveness scores of two types:
– according to the answers “Statements or actions” (a) – on the left;
– according to the answers “Feelings” (c) – on the right.
If the total score in the category “Sayings or actions” is less than in the category “Feelings”, then aggressive emotions are controlled by the mind.
If the total score for both categories is equally increased, then the control over aggressiveness is weakened.
If the total score in the category “Statements or actions” is higher than in the category “Feelings”, then the aggressiveness is of a hypercompensatory nature.
Further, the spheres of relations that cause the greatest aggression in the subject, as well as the most frustrated values, are determined, which will allow building a hierarchy of the values \u200b\u200bof the subject.
Then:
– the scores in vertical columns are summed up and divided by the number of frustrating faces, which will make it possible to reveal an average assessment of the degree of aggressiveness for each value category;
– summed up and divided by 7 (number of presented values) points in horizontal lines, which will help to get an idea of \u200b\u200bthe most intense need.
The maximum indicators for factors A, B, C, D, E, F, G reveal values \u200b\u200bthat are significant for the subject, the frustration of which causes the most aggressive reaction.
The minimum indicators for factors 1, 2, 3, 4, 5, 6, 7, 8 reveal the most significant persons for the subject, in the presence of which his self-control increases.
If 1+3+5 + 7 is greater than
n
than 2+4+6+8
n
(or vice versa), then the difference in the manifestation of aggressiveness in contacts with the opposite sex is revealed.
In particular, in the first case (when the first value is greater than the second), males cause more aggression than females, and in the second case, females cause more aggression than males.
In general, the predominance of scores of 3 or 4 points is characteristic of a stable norm and a well-controlled personality. At the same time, measurement 3 is typical for high school students with moderately pronounced hypothymic, inhibited traits.
The predominance of scores of 4 points is more characteristic of sthenic, active, optimistic girls and boys.
Externally accusing aggression (scores of 5 or 6 points) is characteristic of hyperthymic type accentuators and aggressive (explosive, excitable, unstable and impulsive) children with poor self-control.
Aggression directed at oneself (scores of 2 or even 1 point) is typical for hypothymic accentuations, that is, for children with anxious and suspicious traits, sensitive, pessimistic introverts.
The standardization of this methodology revealed significant quantitative indicators of pronounced aggressiveness (Xa\/7 = 5 or 6 points) in emotionally immature personalities: excitable, emotionally labile, paranoid and explosive high school students.
Sensitive, introverted, anxious and individualistic high school students had significantly more self-blaming reactions (Za\/7 = 1 or 2 points).
The zone of conflict, revealed by the maximum points, can be family, educational, intimate (relationships between the sexes) or generalized – with pronounced affective instability.
Higher scores for type \u201cc\u201d responses compared to type \u201ca\u201d responses are characteristic of those who tend not to show their emotions openly, trying to restrain them.
Low aggressiveness, as a rule, is found in that area of \u200b\u200binterpersonal relations that is super-significant and contributes to blocking aggression or strengthening it! control of the mind, inhibiting negative emotional manifestations.
Expressed concern about contacts with the opposite sex is manifested by a significant preponderance of points of aggressiveness towards persons of one’s own sex in comparison with reactions to persons of the opposite sex.
Maximum aggressiveness is revealed during frustration directed at the most significant values \u200b\u200bfor the examined person.
The maximum points are revealed in the least significant sphere of relations. For most, these are street contacts.
High aggressiveness is also revealed in the zone of the most unfavorable contacts, in the conflict zone.
In young children (especially boys), appearance rarely takes any significant place, while in adolescents (especially girls), this area becomes more significant.
The most ambitious teenagers react aggressively to reproaches of incompetence, most of them show irritability when negative statements about bad character are made.
A painful reaction to accusations of moral misdeeds is rarely revealed, more often resentment arises in response to comments related to poor security, poverty. However, there is no uniformity here, and often identified significant values \u200b\u200bcan prompt others (teachers, parents) the right approach to the child, relieve tension in relationships.
The practical application of the test showed it to be less susceptible to motivational distortions compared to other tests aimed at measuring aggressiveness.<\/p>\n
QUESTIONNAIRE<\/p>\n
What would I say and how would I feel if…<\/p>\n
1. My father told me:
A) Well, you have a stupid hairstyle!
B) You don’t take care of your health at all!
C) What a nasty temper you have!
D) Is it really impossible to start earning something already?
E) It is unlikely that you will be able to achieve anything in life!
F) You don’t understand anything, so don’t argue with your elders!
G) You are a shameless person, you don\u2019t want to do anything for your father!
2. My mother told me:
A) You need to pile this on your head!
C) You eat in such a way that you will completely ruin your health!
C) You can never agree on anything!
D) Again you are without money and your mother has to throw you up!
E) I am ashamed to tell people who you are and what you do!
F) You know so little and think so much about yourself!
G) Aren’t you ashamed to behave so shamelessly?!
3. My friend told me:
A) Yes, you were blown by leaps and bounds!
B) You look bad!
C) And you, as always, with your dissenting opinion?
D) Something imperceptibly, so that wealth will roll on you!
E) Do you all wear Losers or were you even expelled from school?
F) How can you not answer such a simple question? At your age, everyone understands this!
G) Listen, you are acting ugly, not friendly!
4. My friend told me:
A) A hairstyle like yours has long been out of fashion.
B) You look sick, go to the doctor.
C) Well, it’s useless to argue with you, your stubbornness has long been known.
D) Do you still wear tattered pants?
E) You, apparently, no longer expect to achieve something in life?
F) God, there\u2019s nothing to talk about with you: you don\u2019t read anything, you don\u2019t go to the theater …
G) Well, it costs nothing to let a person down.
5. My classmate told me:
A) You have been out of shape lately.
B) I look, you walk somehow carefully – does anything hurt?
C) Well, you are a bore!
D) What, again, there is not enough money for anything? Lend you some, right?
E) And you were again marked as lagging behind?
F) I have one question overdue, but you are unlikely to be able to answer it for me.
G) Who would help me in difficult times? Maybe you can help me? But it’s a big sacrifice.
6. My classmate told me:
A) Well, you look worse than war!
B) I have been noticing lately that you look tired and sickly.
C) I thought I would be able to agree with you, but with your character it is impossible.
D) Are you satisfied with your insecurity?
E) Will you be running errands for those who have achieved something in life all your life?
F) Can you tell me something about the Impressionists, or is it beyond
your interests?
G) What kind of selfishness on your part – let the whole team down like that!
7. My teacher or principal (male) told me:
A) You shouldn’t go to school like this.
b) Are you sick again? And who will study?
C) You can\u2019t cook porridge with you: I give you one thing, and you tell me another! You have a difficult character!
D) All students contributed the required amount to the event,
and you are poorer than others, or what?
E) You won\u2019t deserve decent grades in the near future.
F) I will not dare to entrust such a difficult task to you: good knowledge is needed here
in many matters.
G) It’s hard to count on you in a difficult moment: you can let me down too,
and the whole team!
8. My teacher or head teacher (female) told me:
A) So that I don\u2019t see you in such clothes at school.
B) You are so pale (so pale). What happened to you?
C) What unbearable stubbornness and rudeness!
D) All the students put on new shirts or blouses, and you are back in the old one!
E) You won\u2019t be able to do anything because you don\u2019t know anything.
F) You do not come to tests because you are afraid to reveal your ignorance:
G) It is difficult to count on you in a difficult moment: you can let me down and the whole team!.
9. Street contacts:
A) A passer-by in my address: \u201cWell, a scarecrow!\u201d
B) Passenger on the bus: \u201cSit down, because you can hardly stand on your feet, you are sick, probably …-
C) Passenger in a subway car: \u201cWell, you are a feisty person, you just need to teach others how to behave!\u201d
D) The seller in the store: \u201cDon’t touch the goods! You can’t afford it!”
E) In the cinema hall, sitting at the back: \u201cAll sorts of people walk around here, pretend to be themselves, but in reality …\u201d
F) Bookseller: \u201cWell, this book is not for you. It’s hard – you can’t do it!
G) Passer-by at the subway entrance: \u201cLet me go immediately! Can’t you see I’m in a hurry!”<\/p>\n
OPTIONS OF POSSIBLE ANSWERS AND ASSESSMENT<\/p>\n
Sayings or actions Feelings Evaluation
Aggressive actions against the offender. Sharp statements.
I will kill!
I will destroy!
I’ll knock!
Dvina!
I’ll give you a slap. Rage, anger, hatred 6 points
Swearing, accusations against the offender.
You went!
Oh you’re a bastard!
Himself (a) fool (k)!
Look at yourself!
None of your (your) business! Outrage, anger 5 points
Guilt denial
This is wrong!
Not true!
Nothing like this!
I cannot agree with this. Irritation, resentment 4 points
The desire to justify, reference to extenuating circumstances
Perhaps this is so, but otherwise it does not work.
Yes, but there are reasons for this.
Not good, but what can you do.
It turned out that it wasn’t my fault. Awkwardness 3 points
guilty plea
Yes, it’s been easy.
I have to admit that this is my fault.
Please excuse me. You (you) are right. Shame, embarrassment 2 points
Accusations against oneself, self-flagellation
I’m always worse off than everyone else!
This is my bad rock!
So I need it!
It’s my fault.
Sorry)! Dissatisfaction with oneself, expressed guilt 1 point<\/p>\n
REGISTRATION LIST<\/p>\n
Source of frustration Frustrated values \u200b\u200bAverage score for the source of frustration (for categories a and b)
ABCDEF
G<\/p>\n
1. Father <\/p>\n
2. Mother <\/p>\n
3. Buddy <\/p>\n
4. Friend <\/p>\n
5. Classmate <\/p>\n
6. classmate <\/p>\n
7. Teacher <\/p>\n
8. teacher <\/p>\n
9. street contacts
Average score for categories a and b
Za ib<\/p>\n
n* n
Average score for each value
\u00a3A + IB<\/p>\n
2n <\/p>\n
n is the number of persons included in the experiment; in this case, their number is 9.<\/p>\n","protected":false},"excerpt":{"rendered":"
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