1) Author, are you a fascist? What kind of stupid questions about eyes, nose, hair? What, is it really a girl with brown or yellow eyes can't be beautiful? Can't an Asian or a Georgian or a Negro be beautiful? Can't a blue-eyed blonde have a repulsive appearance? The Romans had a big hooked nose, but could they be generally called ugly, with the exception of some? And where did you get the idea that a snub nose is ugly? What cute little girls with a snub nose are! How tired of these stupid questions in the tests! It remains only a question about the color of the skin, and finally, the nation to ask! I don’t know which author of the nation is, but he definitely lacks tact, and therefore intelligence. Such questions can be very offensive.
2) Lips. This is just part of the face. It’s not a fact that a full-lipped one will be a straight beauty, and thin lips will ruin everything. And you shouldn't live by standards at all. It's all bullshit. Everyone has an individual, unique beauty, and to drive yourself under the frame is at least stupid. Sometimes our beauty in general can be incomprehensible to others. You have to appreciate yourself for who you are. You never know what fool can walk past you in life, who didn’t like your hat and speak out about this, and now hang yourself? And the main beauty is inside, not outside.
I'm actually surprised that there is no question about the figure.
3) Hairstyle, hair length in general does not affect beauty. Just like the style of clothing, smeared, didn’t smear, what accessories you didn’t wear, it won’t change you as a whole, and you don’t have to deceive yourself. Clothes of any style can be beautiful, and in any clothes, with any trinkets, makeup, hair, a girl can look like a cow, if all this is chosen haphazardly or simply does not suit her.
4) How can a favorite color affect beauty in general? I mean innate beauty, and not all this fashion, today one is fashionable, tomorrow another. Well, how can a favorite color affect whether a girl dresses like a cow or not, in general, does she know how to dress? Whatever your favorite color is, there will always be people who do not have an artistic taste and no fashion will help them in this because they will not even be able to distinguish what suits them or does not suit them, and what is generally complete bad taste and the fruit of the imagination of the sick brain of the unfortunate designer, and there are those who in gloomy black can look stunning or even successfully combine the incongruous - peas and checks, "poisonous" colors.
5) And finally, the result. How can all this affect the character of a person, will he betray you or not betray you? There are beautiful bitches, there are ugly bitches, there are very beautiful insecure notorious girls who cannot say two words in society, because they pay too much attention to such nonsense and in general she was unlucky in life, with her parents and she is an outcast. Well, if a company can appreciate you only for your appearance and fashionable clothes, is it worth hanging out with it at all? Why do you need friends who will throw you at a difficult moment, because they are more than capable of gossip and grimace? Are you sure they don't gossip about you behind your back?
In general, I do not put anything. I don't understand why people give good marks.

Scales: self-esteem; social, communicative, material, physical, active, perspective, reflective I

Purpose of the test

The test is used to study the content characteristics of a person's identity. The question "Who am I?" is directly related to the characteristics of a person's own perception of himself, that is, with his image of "I" or I-concept.

Instructions for the test

“Within 12 minutes, you need to give as many answers as possible to one question related to yourself: “Who am I?”. Try to give as many answers as possible. Start each new answer on a new line (leaving some space from the left edge of the sheet). You can answer as you like, record all the answers that come to your mind, since there are no right or wrong answers in this task.

It is also important to notice what emotional reactions you have during the performance of this task, how difficult or easy it was for you to answer this question.

When the client finishes answering, he is asked to perform the first stage of processing the results - quantitative:

“Number all the individual answers-characteristics you made. To the left of each answer, put its ordinal number. Now each one a separate characteristic rate on a four-digit system:

. "+" - the plus sign is put if, in general, you personally this characteristic Like;
. "-" - a "minus" sign - if in general you personally do not like this characteristic;
. "±" - plus or minus sign - if you both like this characteristic and do not like it at the same time;
. "?" - question mark - if you don't know this moment time, how exactly you relate to the characteristic, you do not yet have a definite assessment of the answer in question.

The sign of your assessment must be placed to the left of the characteristic number. You can have scores for all types of signs, or only one sign or two or three.

After you have evaluated all the characteristics, summarize:

How many answers were received
. how many answers of each sign.

Test

Processing and interpretation of test results

How to analyze self-assessment of identity?

Self-esteem represents the emotional-evaluative component of the self-concept. Self-esteem reflects the attitude towards oneself as a whole or towards certain aspects of one's personality and activities.

Self-esteem can be adequate and inadequate.

Adequacy self-assessment expresses the degree of conformity of a person's ideas about himself to the objective foundations of these ideas.

The level of self-esteem expresses the degree of real, ideal or desired ideas about oneself.

Self-assessment of identity is determined as a result of the ratio of the number of "+" and "-" ratings that were obtained when each response was evaluated by the subject (client) at the stage of quantitative processing.

Self-esteem is considered adequate if the ratio of positively assessed qualities to negatively assessed ones (“+” to “-”) is 65-80% by 35-20%.

Adequate self-esteem consists in the ability to realistically realize and evaluate both one's own strengths and weaknesses, behind it stands positive attitude self-esteem, self-acceptance, a sense of self-worth.

Adequate self-esteem is also expressed in the fact that a person sets goals and objectives that are realistically achievable and corresponding to his own capabilities, is able to take responsibility for his failures and successes, is self-confident, and is capable of self-realization in life.

Self-confidence allows a person to regulate the level of claims and correctly assess their own capabilities in relation to various life situations.

A person with adequate self-esteem freely and naturally behaves among people, knows how to build relationships with others, is satisfied with himself and those around him. Adequate self-esteem is necessary condition formation of confident sex-role behavior.

There are inadequate overestimated self-esteem - overestimation of oneself by the subject and inadequate low self-esteem - underestimation of oneself by the subject.

Inadequate self-esteem indicates an unrealistic assessment by a person of himself, a decrease in criticality in relation to his actions, words, while often a person’s opinion of himself diverges from the opinion of others about him.

Self-esteem is considered inadequately overestimated, if the number of positively evaluated qualities in relation to negatively evaluated ones (“+” to “-”) is 85-100%, that is, a person notes that he either has no shortcomings, or their number reaches 15% (from total number"+" and "-").

People with high self-esteem, on the one hand, overestimate their own merits: they overestimate and attribute them, on the other hand, they underestimate and exclude their shortcomings. They set themselves more lofty goals than those they can actually achieve, they have high level claims that do not correspond to their real capabilities.

A person with high self-esteem is also characterized by an inability to take responsibility for his failures, is distinguished by an arrogant attitude towards people, conflict, constant dissatisfaction with his achievements, egocentrism. Inadequate self-assessment of one's capabilities and an overestimated level of claims lead to excessive self-confidence.

Self-esteem is considered inadequately low if the number of negatively assessed qualities in relation to positively assessed (“-” to “+”) is 50-100%, that is, a person notes that he either has no advantages, or their number reaches 50% (from the total number of "+" and "-").

People with low self-esteem usually set themselves lower goals than they can achieve, exaggerating the meaning of failure. After all low self-esteem involves self-rejection, self-denial, negative attitude towards one's personality, which are caused by underestimation of one's successes and merits.

With low self-esteem, a person is characterized by another extreme, the opposite of self-confidence - excessive self-doubt. Uncertainty, often not objectively justified, is a stable personality trait and leads to the formation of such traits in a person as humility, passivity, and an “inferiority complex”.

Self-esteem is unstable if the number of positively assessed qualities in relation to negatively assessed ones ("+" to "-") is 50-55%. Such a ratio, as a rule, cannot last long, is unstable, uncomfortable.

What is behind a person's application of the "±" rating regarding their characteristics?

The use of the “plus-minus” (“±”) sign indicates a person’s ability to consider this or that phenomenon from two opposite sides, indicates the degree of his balance, the “weightedness” of his position regarding emotionally significant phenomena.

It is possible to conditionally distinguish people emotionally polar, balanced and doubtful type.

To people emotionally polar type include those who evaluate all their identification characteristics only as liking or not liking them, they do not use the plus or minus sign at all when evaluating.

Such people are characterized by maximalism in assessments, differences in emotional state, regarding them we can say "from love to hate is one step." These are, as a rule, emotionally expressive people whose relationships with other people are highly dependent on how much they like or dislike a person.

If the number of signs "±" reaches 10-20% (of the total number of signs), then such a person can be attributed to balanced type. Compared to people of the emotionally polar type, they are characterized by greater resistance to stress, they quickly resolve conflict situations, are able to maintain constructive relationships with different people: both with those that they generally like, and with those that they do not cause deep sympathy; more tolerant of other people's shortcomings.

If the number of signs "±" exceeds 30-40% (of the total number of signs), then such a person can be attributed to doubting type. Such a number of “±” signs can be in a person experiencing a crisis in his life, and also indicate indecision as a character trait (when it is difficult for a person to make decisions, he doubts for a long time, considering various options).

What is behind a person's use of the evaluation "?" about their characteristics?

The presence of the sign "?" when assessing identification characteristics, it speaks of a person’s ability to endure a situation of internal uncertainty, which means that it indirectly indicates a person’s ability to change, readiness for change.

This evaluation mark is used by people quite rarely: one or two signs "?" put only 20% of the surveyed.

The presence of three or more characters "?" in self-assessment, it assumes that a person has crisis experiences.

In general, the use by a person in self-assessment of the signs "±" and "?" is a favorable sign of the good dynamics of the consultative process.

People who use these signs, as a rule, quickly reach the level of independent solution of their own problems.

As in the technique "Who am I?" Are there gender differences?

Sex (or gender) identity- this is part of the individual self-concept, which comes from the individual's knowledge of his belonging to social group men or women along with the evaluation and emotional designation of this group membership.

Features of gender identity are manifested:

First, in how a person designates his gender identity;
. secondly, in what place in the list of identification characteristics is the mention of one's gender.

The designation of one's gender can be done:

Directly
. indirectly
. be absent altogether.

Direct floor designation- a person indicates his gender in specific words that have a certain emotional content. From here, four forms can be distinguished direct notation gender:

neutral,
. alienated
. emotionally positive
. emotionally negative.

Direct gender forms

Designation forms	Examples	Interpretation
Neutral	"Man Woman"	Reflective stance
Alienated (distant)	"Male Person", "Female Person"	Irony, a sign of a critical attitude towards one's gender identity
Emotionally positive	"Attractive girl", "cheerful guy", "femme fatale"	A sign of acceptance of one's attractiveness
Emotionally negative	"Ordinary guy", "ugly girl"	A sign of a critical attitude towards one's gender identity, internal trouble

The presence of a direct designation of the floor suggests that the sphere of psychosexuality in general and comparing oneself with members of one's own sex in particular are an important and internally accepted theme of self-awareness.

Indirect gender designation- a person does not indicate his gender directly, but his gender is manifested through social roles (male or female), which he considers his own, or by the endings of words. Indirect ways of designating gender also have a certain emotional content.

Indirect ways to designate gender

Designation method Examples of identity designation

The presence of an indirect designation of sex speaks of knowledge of the specifics of a certain repertoire of gender-role behavior, which can be:

. broad(if includes multiple gender roles)
. narrow(if it includes only one or two roles).

The presence of both direct and indirect variants of emotionally positive designation of one's gender indicates the formation of a positive gender identity, the possible variety of role behavior, the acceptance of one's attractiveness as a representative of the sex, and allows one to make a favorable forecast regarding the success of establishing and maintaining partnerships with other people.

No gender designation in self-identification characteristics, it is stated when the writing of the entire text goes through the phrase: “I am a person who ...”. The reasons for this may be as follows:

1. lack of a holistic view of gender-role behavior at a given point in time (lack of reflection, knowledge);
2. avoidance of considering one's gender-role characteristics due to the traumatic nature of this topic (for example, the displacement of the negative result of comparing oneself with other members of the same sex);
3. unformed gender identity, the presence of an identity crisis in general.

When analyzing gender identity, it is also important to take into account where the text of the answers contains gender-related categories:

At the very top of the list,
. in the middle
. at the end.

This indicates the relevance and significance of gender categories in a person's self-consciousness (the closer to the beginning, the greater the significance and degree of awareness of identity categories).

How does reflection manifest itself when performing the “Who Am I?” technique?

A person with a more developed level of reflection gives on average more answers than a person with a less developed self-image (or more "closed").

Also, the level of reflection is indicated by the subjectively assessed by the person himself, the ease or difficulty in formulating answers to the key question of the test.

As a rule, a person with a more developed level of reflection quickly and easily finds answers regarding his own individual characteristics.

A person who does not often think about himself and his life answers the test question with difficulty, writing down each answer after some thought.

About the low level of reflection you can say when a person can give only two or three answers in 12 minutes (it is important to clarify that the person really does not know how else to answer the task, and not just stopped writing down his answers due to his secrecy).

About a fairly high level reflection is evidenced by 15 or more different answers to the question "Who am I?".

How to analyze the temporal aspect of identity?

The analysis of the temporal aspect of identity must be carried out on the basis that the success of a person's interaction with others implies the relative continuity of his past, present and future "I". Therefore, consideration of a person's answers to the question "Who am I?" should occur from the point of view of their belonging to the past, present or future tense (based on the analysis of verb forms).

The presence of identification characteristics corresponding to different temporal regimes indicates the temporal integration of the personality.

Particular attention should be paid to the presence and severity in the self-description of indicators of perspective identity (or perspective "I"), that is, identification characteristics that are associated with prospects, wishes, intentions, dreams related to various spheres of life.

The presence of goals, plans for the future is of great importance for characterizing the inner world of a person as a whole, reflects the temporal aspect of identity, aimed at a future life perspective, performs existential and target functions.

At the same time, it is important to take into account that a sign of psychological maturity is not just the presence of aspiration in (the future), but some optimal ratio between orientation to the future and acceptance, satisfaction with the present.
The predominance in self-description of verb forms describing actions or experiences in the past tense indicates the presence of dissatisfaction in the present, the desire to return to the past due to its greater attractiveness or trauma (when the psychological trauma is not processed).

Dominance in the self-description of the verb forms of the future tense speaks of self-doubt, the desire of a person to get away from the difficulties of the present moment due to insufficient realization in the present.

The predominance of present tense verbs in self-description speaks of the activity and consciousness of human actions.
For counseling on marriage and family issues, the most important thing is how the theme of family and marital relations is reflected in the identification characteristics, how present and future family roles are presented, how they are assessed by the person himself.

So, one of the main signs of psychological readiness for marriage is the reflection in the self-description of future family roles and functions: “I am a future mother”, “I will be a good father”, “I dream of my family”, “I will do everything for my family”, etc. d.

A sign of family and marital trouble is the situation when a married man or a married woman in self-descriptions in no way indicate their real family, marital roles and functions.

What does the analysis of the correlation of social roles and individual characteristics in identity give?

The question "Who am I?" logically connected with the characteristics of a person's own perception of himself, that is, with his image of "I" (or I-concept). Answering the question "Who am I?", a person indicates the social roles and characteristics-definitions with which he relates himself, identifies, that is, he describes social statuses that are significant for him and those features that, in his opinion, are associated with him.

Thus, correlation of social roles and individual characteristics speaks about how much a person realizes and accepts his uniqueness, as well as how important it is for him to belong to a particular group of people.

Lack of individual characteristics in self-description(indicators of reflexive, communicative, physical, material, active identities) when indicating a variety of social roles (“student”, “passerby”, “voter”, “family member”, “Russian”) can indicate a lack of self-confidence, the presence a person has fears in connection with self-disclosure, a pronounced tendency to self-defense.

The absence of social roles in the presence of individual characteristics may indicate the presence of a pronounced individuality and difficulties in the implementation of the rules that come from certain social roles.
Also, the absence of social roles in identification characteristics is possible during an identity crisis or infantilism of a person.

Behind the correlation of social roles and individual characteristics is the question of the relationship between social and personal identities. At the same time, personal identity is understood as a set of characteristics that makes a person similar to himself and different from others, while social identity is interpreted in terms of group membership, belonging to a larger or smaller group of people.

Social identity prevails when a person has a high level of certainty of the "we - others" scheme and a low level of certainty of the "I - we" scheme. Personal identity prevails in people with a high level of certainty of the "I - others" scheme and a low level of certainty of the "we - others" scheme.

Successful establishment and maintenance of partnerships is possible for a person who has a clear idea of ​​his social roles and accepts his individual characteristics. Therefore, one of the tasks of marital counseling is to help the client in understanding and accepting the features of their social and personal identities.

What does the analysis of the spheres of life represented in the identity give?

Conventionally, there are six main areas of life that can be represented in identification characteristics:

1. family (kinship, child-parent and marital relations, corresponding roles);
2. work (business relationships, professional roles);
3. study (need and need to acquire new knowledge, ability to change);
4. leisure (time structuring, resources, interests);
5. the sphere of intimate-personal relationships (friendship and love relationships);
6. rest (resources, health).

All identification characteristics can be divided into the proposed areas. After that, correlate the complaints made by the client, the wording of his request with the distribution of identity characteristics by areas: draw a conclusion as to how the area corresponding to the complaint in the self-description is represented, how these characteristics are evaluated.

It is generally accepted that the characteristics of oneself, which a person writes down at the beginning of his list, are most actualized in his mind, are more conscious and meaningful for the subject.
The discrepancy between the topic of the complaint and the request to the area that is presented more prominently and problematic in self-description indicates that the client does not have enough deep self-understanding or that the client did not immediately decide to talk about what really worries him.

What does physical identity analysis provide?

Physical identity includes a description of their physical data, including a description of appearance, painful manifestations, eating habits, bad habits.

The designation of one's physical identity is directly related to the expansion of the boundaries of the conscious inner world by a person, since the boundaries between "I" and "not-I" initially pass through the physical boundaries of their own body. It is the awareness of one's body that is the leading factor in the system of human self-awareness. Expansion and enrichment of the "image of I" in the process personal development is closely connected with the reflection of one's own emotional experiences and bodily sensations.

What does the analysis of active identity give?

Active identity also provides important information about a person and includes the designation of occupations, hobbies, as well as self-assessment of abilities for activity, self-assessment of skills, abilities, knowledge, achievements. Identification of one's "active self" is associated with the ability to focus on oneself, restraint, balanced actions, as well as diplomacy, the ability to work with one's own anxiety, tension, maintain emotional stability, that is, it is a reflection of the totality of emotional-volitional and communicative abilities, the features of existing interactions.

What does the analysis of the psycholinguistic aspect of identity give?

Analysis of the psycholinguistic aspect of identity includes determining which parts of speech and which content aspect of self-identification are dominant in a person's self-description.

Nouns

The predominance of nouns in self-descriptions speaks of a person's need for certainty, constancy;
. The lack or absence of nouns is about the insufficient responsibility of a person.

Adjectives:

The predominance of adjectives in self-descriptions speaks of demonstrativeness, emotionality of a person;
. The lack or absence of adjectives is about the weak differentiation of a person's identity.

Verbs:

The predominance of verbs in self-descriptions (especially when describing areas of activity, interests) speaks of the activity, independence of a person; lack or absence of verbs in self-description - about insufficient self-confidence, underestimation of one's effectiveness.

Most often, nouns and adjectives are used in self-descriptions.

Harmonious type linguistic self-description is characterized by the use of an approximately equal number of nouns, adjectives and verbs.

Under identity valency the prevailing emotional-evaluative tone of identification characteristics in a person's self-description is understood ( this estimate carried out by the specialist).

Difference common sign emotional-evaluative tone of identification characteristics determines different kinds identity valencies:

Negative - in general, negative categories prevail when describing one's own identity, shortcomings, identification problems are described more (“ugly”, “irritable”, “I don’t know what to say about myself”);
. neutral - there is either a balance between positive and negative self-identifications, or no emotional tone is clearly manifested in a person’s self-description (for example, there is a formal enumeration of roles: “son”, “student”, “athlete”, etc.);
. positive - positive identification characteristics prevail over negative ones ("cheerful", "kind", "smart");
. overestimated - manifests itself either in the practical absence of negative self-identifications, or in answers to the question "Who am I?" the characteristics presented in superlatives prevail (“I am the best”, “I am super”, etc.).

Availability positive valency can be a sign of an adaptive state of identity, as it is associated with perseverance in achieving goals, accuracy, responsibility, business orientation, social courage, activity, self-confidence.

The remaining three types of valency characterize the non-adaptive state of identity. They are associated with impulsivity, inconstancy, anxiety, depression, vulnerability, self-doubt, restraint, timidity.

The data of the psycholinguistic analysis carried out by the specialist are compared with the results of the client's self-assessment.

It is possible to conditionally find a correspondence between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity, which indicates that the person performing the "Who am I?" a person who uses emotional evaluation criteria that are typical for other people personal characteristics(for example, the quality "kind" is rated as "+"). This correspondence is a good predictive sign of a person's ability to adequately understand other people.

The presence of discrepancies between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (for example, the quality “kind” is assessed by a person as “-”) may indicate that the client has a special system of emotional assessment of personal characteristics that interferes with establishing contact and mutual understanding with others. people.

Correspondence of types of valency and self-esteem

How to assess the level of identity differentiation?

As a quantitative assessment of the level of differentiation of identity, there is a number that reflects the total number of indicators of identity that a person used in self-identification.

The number of indicators used varies from different people most often in the range from 1 to 14.

High level of differentiation(9-14 indicators) is associated with such personal characteristics as sociability, self-confidence, self-orientation inner world, a high level of social competence and self-control.

Low level of differentiation(1-3 indicators) speaks of an identity crisis, associated with such personal characteristics as isolation, anxiety, self-doubt, difficulties in controlling oneself.

Identification characteristics analysis scale

It includes 24 indicators, which, when combined, form seven generalized indicators-identity components:

I. "Social Self" includes 7 indicators:

1. direct designation of gender (boy, girl; woman);
2. sexual role (lover, mistress; Don Juan, Amazon);
3. educational and professional role position (student, studying at the institute, doctor, specialist);
4. family affiliation, manifested through the designation of a family role (daughter, son, brother, wife, etc.) or through an indication of family relationships (I love my relatives, I have many relatives);
5. ethnic-regional identity includes ethnic identity, citizenship (Russian, Tatar, citizen, Russian, etc.) and local, local identity (from Yaroslavl, Kostroma, Siberian, etc.);
6. worldview identity: confessional, political affiliation (Christian, Muslim, believer);
7. group affiliation: perception of oneself as a member of a group of people (collector, member of society).

II. "Communicative Self" includes 2 indicators:

1. friendship or circle of friends, perception of oneself as a member of a group of friends (friend, I have many friends);
2. communication or the subject of communication, features and assessment of interaction with people (I go to visit, I like to communicate with people; I know how to listen to people);

III. "Material I" includes various aspects:

Description of your property (I have an apartment, clothes, a bicycle);
. assessment of one's security, attitude to material goods (poor, rich, wealthy, I love money);
. attitude to external environment(I love the sea, I don't like bad weather).

IV. "Physical Self" includes the following aspects:

Subjective description of their physical data, appearance (strong, pleasant, attractive);
. a factual description of their physical data, including a description of appearance, disease manifestations and location (blond, height, weight, age, live in a hostel);
. eating habits, bad habits.

V. "Active Self" evaluated through 2 indicators:

1. occupations, activities, interests, hobbies (I like to solve problems); experience (was in Bulgaria);
2. self-assessment of the ability to work, self-assessment of skills, abilities, knowledge, competence, achievements, (I swim well, smart; hard-working, I know English).

VI. "Prospective Self" includes 9 indicators:

1. professional perspective: wishes, intentions, dreams related to the educational and professional sphere (future driver, I will be a good teacher);
2. family perspective: wishes, intentions, dreams related to marital status (I will have children, future mother, etc.);
3. group perspective: wishes, intentions, dreams related to group affiliation (I plan to join a party, I want to become an athlete);
4. communicative perspective: wishes, intentions, dreams related to friends, communication.
5. material perspective: wishes, intentions, dreams related to the material sphere (I will receive an inheritance, earn money for an apartment);
6. physical perspective: wishes, intentions, dreams related to psychophysical data (I will take care of my health, I want to be pumped up);
7. activity perspective: wishes, intentions, dreams related to interests, hobbies, specific activities (I will read more) and the achievement of certain results (I will learn the language perfectly);
8. personal perspective: wishes, intentions, dreams related to personal characteristics: personal qualities, behavior, etc. (I want to be more cheerful, calm);
9. assessment of aspirations (I wish you a lot, an aspiring person).

VII. "Reflexive Self" includes 2 indicators:

1. personal identity: personal qualities, character traits, description individual style behavior (kind, sincere, sociable, persistent, sometimes harmful, sometimes impatient, etc.), personal characteristics (nickname, horoscope, name, etc.); emotional attitude towards oneself (I'm super, "cool");
2. global, existential "I": statements that are global and that do not sufficiently show the differences of one person from another (a reasonable person, my essence).

Two independent indicators:

1. problematic identity (I am nothing, I don’t know who I am, I can’t answer this question);
2. situational state: experienced state at the moment (hungry, nervous, tired, in love, upset).

Sources

Kuhn test. Test "Who am I?" (M. Kuhn, T. McPartland; modification by T.V. Rumyantseva) / Rumyantseva T.V. Psychological counseling: diagnostics of relationships in a couple - St. Petersburg., 2006. P.82-103.

The test is used to study the content characteristics of a person's identity. The question "Who am I?" is directly related to the characteristics of a person's own perception of himself, that is, with his image of "I" or I-concept.

Instructions for the test

“Within 12 minutes, you need to give as many answers as possible to one question related to yourself: “Who am I?”. Try to give as many answers as possible. Start each new answer on a new line (leaving some space from the left edge of the sheet). You can answer as you like, record all the answers that come to your mind, since there are no right or wrong answers in this task.

It is also important to notice what emotional reactions you have during the performance of this task, how difficult or easy it was for you to answer this question.

When the client finishes answering, he is asked to perform the first stage of processing the results - quantitative:

“Number all the individual answers-characteristics you made. To the left of each answer, put its ordinal number. Now evaluate each of your individual characteristics according to a four-digit system:

• "+" - the plus sign is put if, in general, you personally like this characteristic;
• "-" - a "minus" sign - if in general you personally do not like this characteristic;
• "±" - plus or minus sign - if you both like this characteristic and do not like it at the same time;
• "?" - a question mark - if you do not know at the moment how exactly you feel about the characteristic, you do not yet have a definite assessment of the answer in question.

The sign of your assessment must be placed to the left of the characteristic number. You can have scores for all types of signs, or only one sign or two or three.

After you have evaluated all the characteristics, summarize:

• how many answers were received
• how many answers of each sign.

Interpretation of test results

How to analyze self-assessment of identity?

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What is behind a person's application of the "±" rating regarding their characteristics?

The use of the “plus-minus” (“±”) sign indicates a person’s ability to consider this or that phenomenon from two opposite sides, indicates the degree of his balance, the “weightedness” of his position regarding emotionally significant phenomena.

It is possible to conditionally distinguish people emotionally polar, balanced and doubtful type.

To people emotionally polar type include those who evaluate all their identification characteristics only as liking or not liking them, they do not use the plus or minus sign at all when evaluating.

Such people are characterized by maximalism in their assessments, fluctuations in their emotional state, one can say about them “one step from love to hate”. These are, as a rule, emotionally expressive people whose relationships with other people are highly dependent on how much they like or dislike a person.

If the number of signs "±" reaches 10-20% (of the total number of signs), then such a person can be attributed to balanced type. Compared to people of the emotionally polar type, they are characterized by greater resistance to stress, they resolve conflict situations faster, they are able to maintain constructive relationships with different people: both with those that they generally like and those that do not cause deep feelings in them. sympathy; more tolerant of other people's shortcomings.

If the number of signs "±" exceeds 30-40% (of the total number of signs), then such a person can be attributed to doubting type. Such a number of “±” signs can be in a person experiencing a crisis in his life, and also indicate indecision as a character trait (when it is difficult for a person to make decisions, he doubts for a long time, considering various options).

What is behind a person's use of the evaluation "?" about their characteristics?

The presence of the sign "?" when assessing identification characteristics, it speaks of a person’s ability to endure a situation of internal uncertainty, which means that it indirectly indicates a person’s ability to change, readiness for change.

This evaluation mark is used by people quite rarely: one or two signs "?" put only 20% of the surveyed.

The presence of three or more characters "?" self-assessment assumes that a person has crisis experiences.

In general, the use by a person in self-assessment of the signs "±" and "?" is a favorable sign of the good dynamics of the consultative process.

People who use these signs, as a rule, quickly reach the level of independent solution of their own problems.

As in the technique "Who am I?" Are there gender differences?

Sex (or gender) identity- this is part of the individual self-concept, which comes from the individual's knowledge of his belonging to a social group of men or women, along with the assessment and emotional designation of this group membership.

Features of gender identity are manifested:

• firstly, in how a person designates his gender identity;
• secondly, in what place in the list of identification characteristics is the mention of one's gender.

The designation of one's gender can be done:

• directly,
• indirectly
• be absent altogether.

Direct floor designation- a person indicates his gender in specific words having a certain emotional content. From this, four forms of direct gender designation can be distinguished:

• neutral,
• alienated
• emotionally positive
• emotionally negative.

Direct gender forms

The presence of a direct designation of the floor says that the sphere of psychosexuality in general and comparison of oneself with members of the same sex in particular are important and accepted internally the theme of self-awareness.

Indirect gender designation- a person does not indicate his gender directly, but his gender is manifested through social roles(male or female) that he considers his own, or at the end of words. Indirect ways of designating gender also have a certain emotional content.

Indirect ways to designate gender

The presence of an indirect designation of sex speaks of knowledge of the specifics of a certain repertoire of gender-role behavior, which can be:

• broad(if includes multiple gender roles)
• narrow(if it includes only one or two roles).

The presence of both direct and indirect optionsemotionally positive designation of one's gender indicates the formation of a positive gender identity, the possible variety of role behavior, the acceptance of one's attractiveness as a representative of the sex, and allows one to make a favorable forecast regarding the success of establishing and maintaining partnerships with other people.

No gender designation in self-identification characteristics, it is stated when the writing of the entire text goes through the phrase: “ I am a person who...". The reasons for this may be as follows:

1. lack of a holistic view of gender-role behavior at a given point in time (lack of reflection, knowledge);
2. avoidance of considering one's gender-role characteristics due to the traumatic nature of this topic (for example, the displacement of the negative result of comparing oneself with other members of the same sex);
3. unformed gender identity, the presence of an identity crisis in general.

When analyzing gender identity, it is also important to consider where in the answer text contains categories related to gender:

• at the top of the list,
• in the middle
• at the end.

This indicates the relevance and significance of gender categories in human self-consciousness ( the closer to the beginning, the greater the significance and degree of awareness categories of identity).

How does reflection manifest itself when performing the “Who Am I?” technique?

A person with a more developed level of reflection gives more responses on average than a person with a less developed self-image (or more "closed").

Also, the level of reflection is indicated by subjectively assessed by the person himself. ease or difficulty in formulating answers to the key test question.

As a rule, a person with a more developed level of reflection quickly and easily finds answers regarding his own individual characteristics.

A person who does not often think about himself and his life answers the test question with difficulty, writing down each answer after some thought.

About the low level of reflection you can say when a person can give only two or three answers in 12 minutes (it is important to clarify that the person really does not know how else to answer the task, and not just stopped writing down his answers due to his secrecy).

About a fairly high level reflection is evidenced by 15 or more different answers to the question "Who am I?".

How to analyze the temporal aspect of identity?

Analysis of the temporal aspect of identity must be carried out on the basis of the premise that the success of a person's interaction with others implies the relative continuity of his past, present and future "I". Therefore, consideration of a person's answers to the question "Who am I?" should occur from the point of view of their belonging to the past, present or future tense (based on the analysis of verb forms).

The presence of identification characteristics corresponding to different time modes indicates temporal integration of personality.

Particular attention should be paid to the presence and expression in self-description prospective identity indicators(or perspective "I"), that is, identification characteristics that are associated with prospects, wishes, intentions, dreams related to various areas of life.

The presence of goals, plans for the future is of great importance for characterizing the inner world of a person as a whole, reflects the temporal aspect of identity, aimed at a future life perspective, performs existential and target functions.

At the same time, it is important to take into account that a sign of psychological maturity is not just the presence of aspiration in (the future), but some optimal ratio between orientation to the future and acceptance, satisfaction with the present.

Predominance in self-description verb forms describing actions or experiences in the past time, indicates the presence of dissatisfaction in the present, the desire to return to the past due to its greater attractiveness or trauma (when the psychological trauma is not processed).

Dominance in self-description verb forms of the future tense speaks of self-doubt, the desire of a person to get away from the difficulties of the present moment due to insufficient realization in the present.

Predominance in self-description present tense verbs speaks of the activity and consciousness of human actions.

For counseling on marriage and family issues, the most important thing is how the theme of family and marital relations is reflected in the identification characteristics, how present and future family roles are presented, how they are assessed by the person himself.

So, one of the main signs of psychological readiness for marriage is a reflection in the self-description of future family roles and functions: “I am a future mother”, “I will be a good father”, “I dream of my family”, “I will do everything for my family”, etc.

A sign of family and marital trouble is a situation when a married man or a married woman in self-descriptions in no way indicate their real family, marital roles and functions.

What does the analysis of the correlation of social roles and individual characteristics in identity give?

The question "Who am I?" logically connected with the characteristics of a person's own perception of himself, that is, with his image of "I" (or I-concept). Answering the question "Who am I?", a person indicates the social roles and characteristics-definitions with which he relates himself, identifies, that is, he describes social statuses that are significant for him and those features that, in his opinion, are associated with him.

Thus, correlation of social roles and individual characteristics talks about how a person recognize and accept their uniqueness, as well as how belonging to a particular group of people is important.

Lack of individual characteristics in self-description(indicators of reflexive, communicative, physical, material, active identities) when indicating a variety of social roles (“student”, “passerby”, “voter”, “family member”, “Russian”) can indicate a lack of self-confidence, the presence a person has fears in connection with self-disclosure, a pronounced tendency to self-defense.

The absence of social roles in the presence of individual characteristics may indicate the presence of a pronounced individuality and difficulties in the implementation of the rules that come from certain social roles.

Also, the absence of social roles in identification characteristics is possible during an identity crisis or infantilism of a person.

Behind the correlation of social roles and individual characteristics is the question of the relationship between social and personal identities. At the same time, under personal identity understand the set of characteristics that makes a person similar to himself and different from others, social identity is interpreted in terms of group membership, belonging to a larger or smaller group of people.

Social identity prevails in the case when a person has a high level of certainty of the scheme "we - others" and a low level of certainty of the scheme "I - we". Personal identity prevails in people with a high level of certainty of the "I - others" schema and a low level of certainty of the "we - others" schema.

Successful establishment and maintenance of partnerships is possible for a person who has a clear idea of ​​his social roles and accepts his individual characteristics. Therefore, one of the tasks of marital counseling is to help the client in understanding and accepting the features of their social and personal identities.

What does the analysis of the spheres of life represented in the identity give?

Conventionally, there are six main areas of life that can be represented in identification characteristics:

1. family (kinship, child-parent and marital relations, corresponding roles);
2. work (business relationships, professional roles);
3. study (the need and need for obtaining new knowledge, the ability to change);
4. leisure (time structuring, resources, interests);
5. the sphere of intimate-personal relations (friendly and love relationships);
6. recreation (resources, health).

All identification characteristics can be divided into the proposed areas. After that, correlate the complaints made by the client, the wording of his request with the distribution of identity characteristics by areas: draw a conclusion regarding the extent to which the area corresponding to the complaint in the self-description is represented, how these characteristics are evaluated.

It is generally accepted that the characteristics of oneself, which a person writes at the top of his list, to the greatest extent actualized in his mind, are more conscious and meaningful for the subject.

The discrepancy between the topic of the complaint and the request to the area that is presented more prominently and problematic in self-description indicates that the client does not have enough deep self-understanding or that the client did not immediately decide to talk about what really worries him.

What does physical identity analysis provide?

Physical identity includes a description of their physical data, including a description of appearance, painful manifestations, eating habits, bad habits.

The designation of one's physical identity is directly related to the expansion of the boundaries of the conscious inner world by a person, since the boundaries between "I" and "not-I" initially pass through the physical boundaries of their own body. It is the awareness of one's body that is the leading factor in the system of human self-awareness. The expansion and enrichment of the "I-image" in the process of personal development is closely connected with the reflection of one's own emotional experiences and bodily sensations.

What does the analysis of active identity give?

Active identity also provides important information about a person and includes the designation of occupations, hobbies, as well as self-assessment of abilities for activity, self-assessment of skills, abilities, knowledge, achievements. Identification of one's "active self" is associated with the ability to focus on oneself, restraint, balanced actions, as well as diplomacy, the ability to work with one's own anxiety, tension, maintain emotional stability, that is, it is a reflection of the totality of emotional-volitional and communication abilities, the features of existing interactions .

What does the analysis of the psycholinguistic aspect of identity give?

Analysis of the psycholinguistic aspect of identity includes determining which parts of speech and which content aspect of self-identification are dominant in a person's self-description.

Nouns

• Predominance in self-descriptions of nouns speaks of a person's need for certainty, constancy;
• Lack or absence of nouns- about the lack of responsibility of a person.

Adjectives:

• Predominance of adjectives in self-descriptions talks about demonstrativeness, emotionality of a person;
• Lack or absence of adjectives- about the weak differentiation of human identity.

Verbs:

• Predominance in self-descriptions of verbs(especially when describing areas of activity, interests) speaks of the activity, independence of a person; lack or absence of verbs in self-description - about insufficient self-confidence, underestimation of one's effectiveness.

Most often, nouns and adjectives are used in self-descriptions.

Harmonious type linguistic self-description is characterized by the use of an approximately equal number of nouns, adjectives and verbs.

Under identity valency the prevailing emotional-evaluative tone of identification characteristics in a person's self-description is understood (this assessment is carried out by the specialist himself).

The difference in the common sign of the emotional-evaluative tone of identification characteristics determines various types of identity valency:

• negative- generally negative categories prevail when describing one's own identity, shortcomings, identification problems are described more (“ugly”, “irritable”, “I don’t know what to say about myself”);
• neutral– there is either a balance between positive and negative self-identifications, or no emotional tone is clearly manifested in a person’s self-description (for example, there is a formal enumeration of roles: “son”, “student”, “athlete”, etc.);
• positive– positive identification characteristics prevail over negative ones (“cheerful”, “kind”, “smart”);
• overpriced- manifests itself either in the practical absence of negative self-identifications, or in answers to the question "Who am I?" the characteristics presented in superlatives prevail (“I am the best”, “I am super”, etc.).

Availability positive valency can be a sign of an adaptive state of identity, as it is associated with perseverance in achieving goals, accuracy, responsibility, business orientation, social courage, activity, self-confidence.

The remaining three types of valency characterize the non-adaptive state of identity. They are associated with impulsivity, inconstancy, anxiety, depression, vulnerability, self-doubt, restraint, timidity.

The data of the psycholinguistic analysis carried out by the specialist are compared with the results of the client's self-assessment.

Can be conditionally found conformity between a sign of the emotional-evaluative tone of identification characteristics and kind of self-concept identity, which says that the one who performs the "Who Am I?" a person uses criteria typical for other people for the emotional assessment of personal characteristics (for example, the quality “kind” is rated as “+”). This correspondence is a good predictive sign of a person's ability to adequately understand other people.

Availability discrepancies between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (for example, the quality “kind” is assessed by a person as “-”) may indicate that the client has a special system of emotional assessment of personal characteristics that interferes with establishing contact and mutual understanding with other people.

Correspondence of types of valency and self-esteem

How to assess the level of identity differentiation?

As a quantitative assessment of the level of differentiation of identity, there is a number that reflects the total number of indicators of identity that a person used in self-identification. The scale of analysis of identification characteristics is .

The number of indicators used varies in different people, most often in the range from 1 to 14.

High level of differentiation(9-14 indicators) is associated with such personal characteristics as sociability, self-confidence, orientation to one's inner world, a high level of social competence and self-control.

Low level of differentiation(1-3 indicators) speaks of an identity crisis, associated with such personal characteristics as isolation, anxiety, self-doubt, difficulties in controlling oneself.

Identification characteristics analysis scale

It includes 24 indicators, which, when combined, form seven generalized indicators-identity components:

I. "Social Self » includes 7 indicators:

1. direct floor designation(boy, girl, woman);
2. sexual role(lover, mistress; Don Juan, Amazon);
3. educational and professional role position(student, studying at the institute, doctor, specialist);
4. family affiliation, manifested through the designation of a family role (daughter, son, brother, wife, etc.) or through an indication of family relationships (I love my relatives, I have many relatives);
5. ethnic-regional identity includes ethnic identity, citizenship (Russian, Tatar, citizen, Russian, etc.) and local, local identity (from Yaroslavl, Kostroma, Siberian, etc.);
6. worldview identity: confessional, political affiliation (Christian, Muslim, believer);
7. group affiliation: perception of oneself as a member of a group of people (collector, member of society).

II. "Communicative Self" includes 2 indicators:

1. friendship or circle of friends d, perception of being a member of a group of friends (friend, I have many friends);
2. communication or subject of communication, features and assessment of interaction with people (I go to visit, I like to communicate with people; I know how to listen to people);

III. "Material I" includes various aspects:

• description of your property (I have an apartment, clothes, a bicycle);
• assessment of one's security, attitude to material goods (poor, rich, wealthy, I love money);
• attitude to the external environment (I love the sea, I do not like bad weather).

IV. "Physical Self" includes the following aspects:

• subjective description of their physical data, appearance (strong, pleasant, attractive);
• a factual description of their physical data, including a description of appearance, disease manifestations and location (blond, height, weight, age, live in a hostel);
• eating habits, bad habits.

V. "Active Self" evaluated through 2 indicators:

1. occupations, activities, interests, hobbies(I like to solve problems); experience (was in Bulgaria);
2. self-assessment of activity ability, self-assessment of skills, abilities, knowledge, competence, achievements, (I swim well, smart; hard-working, I know English).

VI. "Prospective Self" includes 9 indicators:

1. professional perspective: wishes, intentions, dreams related to the educational and professional sphere (future driver, I will be a good teacher);
2. family perspective: wishes, intentions, dreams related to marital status (I will have children, future mother, etc.);
3. group perspective: wishes, intentions, dreams related to group affiliation (I plan to join a party, I want to become an athlete);
4. communicative perspective: wishes, intentions, dreams related to friends, communication.
5. material perspective: wishes, intentions, dreams related to the material sphere (I will receive an inheritance, I will earn money for an apartment);
6. physical perspective: wishes, intentions, dreams associated with psychophysical data (I will take care of my health, I want to be pumped up);
7. activity perspective: wishes, intentions, dreams related to interests, hobbies, specific activities (I will read more) and the achievement of certain results (I will perfectly learn the language);
8. personal perspective: wishes, intentions, dreams associated with personal characteristics: personal qualities, behavior, etc. (I want to be more cheerful, calm);
9. assessment of aspirations(I wish you much, aspiring person).

VII. "Reflexive Self" includes 2 indicators:

1. personal identity: personal qualities, character traits, description of an individual style of behavior (kind, sincere, sociable, persistent, sometimes harmful, sometimes impatient, etc.), personal characteristics (nickname, horoscope, name, etc.); emotional attitude towards oneself (I'm super, "cool");
2. global, existential "I": statements that are global and that do not sufficiently show the differences of one person from another (a reasonable person, my essence).

Two independent indicators:

1. problematic identity b (I am nothing, I don’t know who I am, I can’t answer this question);
2. situational state: experienced state at the moment (hungry, nervous, tired, in love, upset).

Sources

• Kuhn test. Test "Who am I?" (M. Kuhn, T. McPartland; modification by T. V. Rumyantseva)/ Rumyantseva T.V. Psychological counseling: diagnostics of relationships in a couple - St. Petersburg, 2006. P.82-103.

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  Test for knowledge of the states of the world by flags, location, area, rivers, mountains, seas, capitals, cities, population, currencies

EXPERIMENTAL STUDY OF THE IMAGE OF "ME" USING THE TEST OF M. KUN AND T. MCPARTLAND "WHO AM I?"

The study was conducted on the basis of the Peoples' Friendship University of Moscow. The sample of the sociological and psychological study consisted of 40 students of the medical faculty, of which 25 were boys and 15 were girls; the average age at the time of the study was (20.13±1.3) years. Target this study- to conduct a psychosemantic analysis of an important component of the image of the world - the "image of I" of students as representatives of modern youth according to the test "20 statements" by M. Kuhn and T. McPartland ("Who am I?").

Youth is relative concept, this category includes high school students who are faced with the choice of their future professional activity, students who have made this choice, and working youth, mostly students distance learning. It is during these age periods of socialization that the steady formation of the individual as a bearer of certain norms and values ​​of society takes place, the self-awareness of the individual develops, a conscious representation of one's place in life and in the world as a whole. A person independently begins to solve vital issues. In connection with the change in the values ​​of young people, their way of life, unlike past generations, it can be assumed that today's youth looks at the world differently, at their place in it and their attitude to life is distinguished by its new, fresh look.

Directions in the study of the image of the world are determined by the study of its structural elements: cognitive (meaningful), emotional-affective and behavioral. Test "Who am I?" Kuhn and McPartland belongs to the group of psychodiagnostic methods for studying the cognitive component of the image of the world. The technique makes it possible to identify an ethnonym (self-name) as an indicator of ethnic identity in a number of other identities: gender, family, professional, personal, etc., and thereby reveal the degree of relevance of ethnic knowledge about oneself.

The study of the image of I was carried out according to the method "Who am I?". The students were given the following instructions. “Please give 20 different answers to the question “Who am I” to yourself. Write the first thing that comes to mind in response to a given question, without worrying about logic, grammar, or sequence of answers. Work fast enough, work time is limited. The working time is 12 minutes, but the students were not informed about it.

The study of the modalities of the self-concept was carried out according to the Butler-Haig test of differences between the ideal and real "I". The test includes 50 statements-characteristics of the image of I. In a certain sequence, students must evaluate the proposed characteristics in points from 1 to 5.

At the first stage, assessment takes place taking into account how students see themselves; on the second - how they would like to see themselves. At the third stage, students determine the degree of difference between their real and ideal selves.

When studying the features of the self-image, various aspects of self-representations were studied: the degree of reflexivity (a tendency to self-knowledge), categories, self-acceptance index (IS).

The degree of reflexivity is determined by the number of answers given to the question "Who am I?" in 12 minutes. The average indicator of reflexivity for boys is 19.46, and for girls - 19.76. Categorical analysis shows that the most general form The answers were "I am...". Often "I am..." was omitted and the answers were just one or more words ("girl", "student", "man", etc.).

The responses were processed by the content analysis method. All responses were categorized into one of two categories: objective or subjective mention.

These substantive categories distinguished, on the one hand, the assignment of oneself to a group or class, whose boundaries and conditions of membership are known to everyone, i.e. conventional, objective mention, and on the other hand, characteristics of oneself that are associated with groups, classes, traits, states or any other points that, in order to clarify them, either require the student himself to indicate, or for this it is necessary to correlate him with other people, i.e. e. subjective reference.

Examples of the first category are such characteristics of oneself as “student”, “girl”, “husband”, “daughter”, “warrior”, “athlete”, i.e. statements relating to objectively defined statuses and classes.

Examples of subjective categories are "happy", "very good student", "responsible", "good wife", "interesting", "insecure", "affectionate", etc.

The ratio of objective and subjective characteristics reflects the individual "locus score" - the number of objective characteristics indicated by this respondent when working with the "Who am I?" test. The locus score of boys and girls is (7.4 ± 5.0) and (7.2 ± 5.6), respectively.

The self-acceptance index (IS) is equal to the ratio of all positive evaluative (subjective) answers to all evaluative answers found in the subject's self-description. It is known that usually the index of self-acceptance obeys the rule of the "golden section": 66% - positive answers, 34% - negative. The preponderance of evaluative answers in one direction or another indicates a positive or negative self-acceptance.

SI in boys is (77.4 ± 19.5), in girls - (80.8 ± 22.1). The higher values ​​of this indicator in girls are confirmed by the relative predominance of its positive level (p>0.05). Higher values ​​of its negative level can also be attributed to the features of girls' self-acceptance.

When analyzing the discrepancies between the "I-real" and "I-ideal" we used the following aspects of differences: the overall indicator of the discrepancy (the average value in points and the absence of a difference in %) and the assessment of a separate statement (the maximum discrepancy and the "conflict" discrepancy - in%) .

The overall indicator of discrepancy (ORD) is equal to the total difference between the assessment of I-real and I-ideal for 50 statements. If there is no difference, the overall difference score is 0. The maximum difference for an individual statement is 4 points. "Conflict" discrepancy - the presence of the above-mentioned indicator in one student both in assessing the I-real and I-ideal, i.e. the structure of both modalities in this case consists of opposite qualities (constructs).

Analysis overall indicator discrepancy indicates, first of all, its low average values, given that the maximum discrepancy can reach 200 points for each student. At the same time, the range of differences in boys is from 0 to 88 points, in girls - from 0 to 77 points.

Gender analysis indicates a lower average ODA among boys (p>0.05). At the same time, they are more than three times less likely to have no difference (p<0,01).

An analysis of the assessments of individual statements shows that boys are 2.4 times more likely to determine the maximum discrepancy of 4 points (p<0,05) и чаще встречается «конфликтное» расхождение (р>0,05).

Data from the study of self-representations and the discrepancy between I-real and I-ideal are presented in Tables 1 and 2.

Table 1

table 2

The analysis of various aspects of self-representations of medical students, first of all, indicates the high values ​​of their reflexivity - self-cognitive activity. This confirms the ideas of E. Erickson about the identity crisis (feelings of stable possession of one's own Self) in adolescence.

The successful passage of this period is indicated by low locus scores (most of the students' answers are subjective - evaluative - in nature).

According to social science, people organize and direct their behavior in accordance with their subjectively determined personal qualities, and not the role characteristics of the objective social statuses they occupy. High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса.

The results of the study will be presented in the form of diagrams.

Diagram 1

Aspects of Self-Representations of Medical Students

An analysis of gender differences in the self-image revealed a higher reflexivity in girls. This is confirmed not only by the indicator of the degree of reflexivity, but also by the level of self-acceptance. Hypothetically, this may indicate a less successful overcoming of the identity crisis by young men.

The results of the study of the self-image are consistent with the data we obtained earlier from studying the coping behavior of students. High self-cognitive activity of students and a positive level of self-acceptance can be considered as factors contributing to the choice of the most constructive basic coping strategies and individual coping styles.

Diagram 2

Differences between "I-real" and "I-ideal"

When analyzing the discrepancy between the I-real and I-ideal, it is necessary to take into account modern scientific views on this problem.

In Western European literature, the problem of discrepancy (disparity) between the I-real and I-ideal is studied in line with psychoanalytic theory, cognitive and humanistic psychology. In each of them, the essence and significance of this discrepancy is understood differently.

Psychoanalytic theories talk about the development of the super-I - the highest authority in the structure of mental life, which plays the role of an internal censor. 3. Freud and A. Freud believed that the super-I and I-ideal are one and the same phenomenon. Its formation is a necessary stage in the development of personality. At the same time, an excessively strong discrepancy between the I and the super-I becomes the cause of personal conflicts.

The development of the I-real and I-ideal is also considered in modern psychoanalytic theory. According to this point of view, the development of the I-ideal is an internalization of external, primarily parental, ideals. Representatives of cognitive psychology express the opinion that the obligatory divergence of the I-real and I-ideal accompanies the normal development of a person. As a person grows older, more and more demands are made. In a highly developed personality, these requirements become internal, and this leads to the fact that she will see more differences between the I-ideal and I-real.

In addition, a highly developed personality also implies a high degree of cognitive differentiation, i.e. such a person tends to look for many subtle nuances in his self-concept. High differentiation leads to a significant discrepancy between the I-real and I-ideal. The studies carried out by representatives of this direction show that people with higher indicators of social maturity also have more significant coefficients of discrepancy between the I-real and I-ideal.

In contrast to the psychoanalytic and cognitive approaches, in which the discrepancy between the I-real and I-ideal is considered as a normal phenomenon, representatives of humanistic psychology emphasized its negative character. According to K. Rogers, the congruence of these structures correlates with a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa.

Thus, there are different approaches to understanding the role of this aspect of the self-concept in the social adaptation of the individual.

V.V. Stolin argues that a person's attitude towards himself is heterogeneous. It highlights at least self-acceptance (autosympathy) and self-respect. The discrepancy between the I-real and I-ideal, apparently, forms the basis for the development of self-esteem of a person, which is one of the elements of a person's attitude towards himself.

Self-respect or disrespect is, most likely, a later formation of an attitude towards oneself. Apparently, in the first years the child develops self-acceptance, which is an internalization of the parental relationship. This aspect of self-relationship is unconditional.

The discrepancy between the I-real and I-ideal emphasizes how close or far a person has come to his ideal. Thus, the conditional nature of this aspect of the attitude towards oneself is revealed. It reflects the degree of critical attitude of a person to himself.

The discrepancy between the I-real and I-ideal, as it were, sets the direction of human self-improvement. But this discrepancy should not be too great: ideals should be achievable, real, but a person should not underestimate his capabilities either.

Apparently, there is a certain norm of discrepancies between the I-real and I-ideal, in other words, the norm in the degree of self-criticism:

1) an unnecessarily small discrepancy between these structures indicates an unformed critical attitude towards oneself, which indicates the immaturity of the self-concept of a person;

2) a very large discrepancy, apparently, indicates excessive self-criticism, which can lead to difficulties in the social adaptation of a person.

This analysis finds its confirmation in the results of our study of the self-image and self-esteem of students of Moscow State University. The dominance of a positive level of self-acceptance and a high level of self-esteem corresponds to low average ODA values. Perhaps this discrepancy between the I-real and I-ideal is "optimal", in which ideals should be achievable, real, but a person should not underestimate his capabilities.

The absence of a difference means the almost complete identification of the I-real with the I-ideal. This congruence of these structures can be an expression of a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa. On the other hand, the absence of discrepancy may reflect a low degree of critical attitude of a person towards himself.

The presence of a maximum and “conflict” discrepancy among students can be an indicator of increased problem loading and a sign of insufficient psychosocial adaptation. Gender differences between boys and girls in terms of "no difference", maximum and "conflict" divergence are also consistent with the results of the study of self-image and self-esteem. The girls revealed: higher reflexivity (the desire for self-knowledge), the evaluative nature of self-description, a higher self-acceptance index and an average self-esteem score.

High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса. Анализ гендерных различий Я-образа выявил более высокую рефлексивность у девушек, что подтверждается не только показателем степени рефлексивности, но и уровнем самоприятия. Это может свидетельствовать о менее успешном преодолении кризиса идентичности юношами.

The discrepancy revealed by us between the I-real and I-ideal students is perhaps "optimal", in which realistically achievable ideals are combined with an adequate assessment of their capabilities. This pattern is more typical for girls. Students with the maximum and "conflict" discrepancy between the I-real and I-ideal need psychological counseling.

The results of the conducted sociological research can be used in the work of psychological and social services, in the development of a program for the prevention of various forms of socio-psychological maladjustment, as well as in the content of the psychological and pedagogical training of students of this University.