The thematic apperception test was developed at the Harvard Psychological Clinic by Henry Murray and his colleagues in the second half of the 30s. It is recommended to be used in cases that raise doubts, require subtle differential diagnosis, as well as in situations of maximum responsibility, such as when selecting candidates for leadership positions, astronauts, pilots, etc. It is recommended to be used in the initial stages of individual psychotherapy, since it allows one to immediately identify psychodynamics, which in ordinary psychotherapeutic work becomes visible only after a fair amount of time. TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term treatment (for example, depression with suicidal risk).

Its key position is the principle of “dyadic interaction”, according to which the study of personality is possible only in the system of organism-environment relations. The object of psychological analysis should be a certain unit of their interaction - the system of need - pressure or “theme”.

The term “need” Murray denotes a certain hypothetical variable, which, depending on the circumstances, manifests itself either as a motive or as a trait.

Murray owns one of the most popular in the West classifications of needs- This primary and secondary.Primary or viscerogenic relate to the natural needs of man as a living organism. These are the needs for oxygen, food, water, pain avoidance, sexual satisfaction. Secondary, characterize a person as a social being and arise from the fact of communication between people. The most important of them are the needs for love, cooperation, autonomy, aggression, creativity, etc. Murray distinguishes Also needs explicit and latent. Explicit freely manifest themselves outwardly, finding satisfaction in physical acts, speech, complex forms of behavior, etc. Their diagnosis does not require any special equipment, except observations. Latent needs are never manifested in adaptive behavioral acts, but only in fantasy, dreams and games. There is a latent need in perception reveals itself "apperceptively" The content of latent needs consists of unconscious asocial drives of aggression and sex. Study in progress psychoanalytic therapy or experimental, by creating uncertain stimulus conditions. According to Murray, diagnostically significant TAT stories are a projection mainly of the inner layer of the personality. In other words, the less the need is satisfied in real life, the more place it will occupy in fantasies.

51.Tat Murray method: procedure and interpretation of data

Features of stimulus material.The tables differ, firstly, in the specific area of ​​life relations that each of them touches on, secondly, in the emotional tone, which is set by the location, poses and faces of people, light and shade, contrasts of the images themselves, etc. and, in - third in terms of realism.

Instructions. Work with TAT begins with the presentation of instructions. The subject sits comfortably, determined to work for at least an hour and a half, several tables (no more than 3-4) are ready face down. The instructions consist of 2 parts. The first part of the instructions must be read verbatim by heart, 2 times in a row, despite possible protests from the subject.

Methods for recording and interpreting data. During the research process, depending on the goals, the subject may be asked questions like:<О чем сейчас думает этот человек?>, <Какова его профессия?>etc. In general, as a rule, the subject’s task includes a condition that requires him to highlight three main points in the story: what led to the situation depicted in the picture, what is happening in currently How will this situation end? The subject's stories are recorded verbatim, with pauses, intonations and other expressive movements recorded. Usually they resort to a transcript or a hidden tape recorder; sometimes the subject himself records his story.

Before starting to interpret a set of stories, the experimenter must have all possible information about the subject (marital status, profession, age, etc.). If the person being examined is mentally ill, a thorough examination of the anamnesis and medical history is necessary.

The analysis of data obtained using TAT is structured as follows: the first stage is the selection<героя>, with which the subject identifies himself. The primary task of the researcher is to examine in detail what he feels, thinks or does.<герой>, establishing what is unique in some way. Each manifestation of a variable is assessed on a 5-point scale. The next stage is studying<давлений>environment, the strength of each of them is also quantified. Next comes a comparative assessment of the forces emanating from<героя>, and forces emanating from the environment.

Presentation on the topic:
Thematic apperceptive
test
Performed:
Ryazanova Evgenia,
group 31P Definition
Essence and purpose
History of the creation of the technique
Adaptations and modifications of the technique
Testing process
Instructions
Stimulus material
Description of stimulus material (example)
Interpretation of results
Case Study Example
List of used literature

Definition

“The Thematic Apperception Test, better known as TAT, is a method
with which one can identify dominant impulses,
emotions, relationships, complexes and conflicts of personality and which
helps to determine the level of hidden tendencies that
the subject or patient hides or cannot show due to
their unconsciousness"
- Henry A Murray. Thematic apperception test. - Cambridge, Mass:
Harvard University Press, 1943.
Content

Essence and purpose

The Thematic Apperception Test (TAT) is a set of
31 tables with black and white photographic images on thin
white matte cardboard. One of the tables is a blank white sheet.
The subject is presented in a certain order with 20 tables from this
set (their choice is determined by the gender and age of the subject). His
the task is to compose plot stories based on
situation depicted on each table.
In addition to psychodiagnostic tasks, TAT is also used in
for research purposes as a tool for recording certain
personal variables (most often motives).
TAT is not an exhaustive method for studying either personality,
no behavioral disorders, no psychosomatic disorders, no neuroses,
no psychosis. It has been established that the method is not effective when used in
working with children under four years of age. Since TAT and Rorschach give
complementary information, then the combination of these two tests
exceptionally effective. It is recommended to use the method as
preparation for psychotherapy or brief psychoanalysis.
Content

History of the creation of the technique

History of the creation of the technique
Henry A Murray
The thematic apperception test was first introduced
described in an article by K. Morgan and G. Murray in 1935 (Morgan,
Murray, 1935). In this publication, TAT was presented as
a method of studying imagination that allows
characterize the personality of the subject thanks to
to the fact that the task of interpreting the depicted situations is
which was placed in front of the subject, allowed him
fantasize without visible restrictions and
contributed to the weakening of the mechanisms
psychological protection. Theoretical background and
standardized processing and interpretation scheme
TAT received a little later, in the monograph
"Personality Research" by G. Murray and his colleagues
(Murray, 1938). Final TAT interpretation scheme and
final (third) edition of the stimulus
The material was published in 1943.
Content

Adaptations and modifications of the technique

TAT options for different age groups:
Children's Apperception Test (CAT)
Michigan Drawing Test (MRI)
P. Simonds Stories Test (SPST)
Wolk's Gerontological Apperception Test (GAT)
Senior Apperception Test (SAT) by L. Bellack and S. Bellack
TAT options for different ethnocultural groups:
S. Thompson TAT for African Americans (T-TAT)
TAT for Africans
TAT options for solving various applied problems: Professional
apperception test (VAT)
Test of Group Projection (TGP)
Indicator family relations(FRI)
School Apperceptive Method (SAM)
Educational Apperception Test (EAT)
School Anxiety Test (SAT)
TAT options for measuring individual motives:
TAT for diagnosing achievement motivation by D. McClelland
TAT for diagnosing achievement motivation by H. Heckhausen
Content

Testing process

A complete examination using TAT takes 1.5-2 hours and, as a rule,
is divided into two sessions. With relatively short stories, all 20 stories
can be done in an hour. The opposite situation is also possible - when two sessions
It turns out not enough, and you have to arrange 3-4 meetings. In all cases,
when the number of sessions is more than one, an interval of 1-2 days is made between them. At
If necessary, the interval may be longer, but should not exceed one week.
In this case, the subject should not know either the total number of paintings or what
next meeting he will have to continue the same work - otherwise
he will unconsciously prepare plots for his stories in advance. At first
The psychologist lays out no more than 3-4 pieces of work in advance on the table (image down).
tables and then, as needed, pulls out tables one at a time in advance
cooked sequence from the table or bag. When asked about the number of paintings
an evasive answer is given; However, before starting work, the examinee must
be determined that it will last at least an hour. Cannot be allowed
the subject should look through other tables in advance.
The general situation in which the survey is carried out must meet three
requirements: 1. All possible interference must be excluded. 2. Subject
should feel quite comfortable. 3. The situation and behavior of the psychologist
should not update the subject’s motives and attitudes.
Content

Instructions

The instructions consist of two parts. The first part must be read verbatim by heart, and
twice in a row, despite possible protests from the subject:
“I will show you pictures, you look at the picture and, starting from it, make up a story,
plot, history. Try to remember what needs to be mentioned in this story. You will say what kind of situation you think this is, what kind of moment is depicted in the picture, what is happening to people. Besides,
you will say what happened before this moment, in the past in relation to him, what happened before. Then you say
what will happen after this situation, in the future in relation to it, what will happen next. Moreover, it must be said
what the people depicted in the picture or any of them feel, their experiences, emotions, feelings.
And you will also say what the people depicted in the picture think, their reasoning, memories, thoughts,
solutions". This part of the instructions must not be changed.
Second part of the instructions:
There are no “right” or “wrong” options; any story that matches the instructions
good;
You can tell them in any order. It’s better not to think through the whole story in advance, but to start right away
say the first thing that comes to mind, and changes or amendments can be introduced later, if necessary
need;
literary processing is not required; the literary merits of the stories will not be assessed.
The main thing is to make it clear what we are talking about. Some specific questions can be asked along the way.
(The last point is not entirely true, since in reality the logic of the stories
vocabulary, etc. are among the significant diagnostic indicators).
After the subject confirms that he understood the instructions, he is given the first table. IN
if any of the five main points are missing from his story, then
The main part of the instructions should be repeated again. The same can be done again after
the second story, if not everything is mentioned in it. Starting from the third story, instructions
is no longer recalled, and the absence of certain moments in the story is considered as
diagnostic indicator. If the subject asks questions like “Have I said everything?”, then
they should answer: “If you think that’s it, then the story is over, move on to the next picture,
If you think it’s not there and something needs to be added, then add it.”
Content

Stimulus material

Content

10. Stimulus material

Content

11. Stimulus material

Content

12. Description of stimulus material (example)

Code
designation
table
1
2
Description of the image
Typical themes and features that appear in the story
The boy looks at what lies in front of him. Attitude towards parents, the relationship between autonomy and submission.
there is a violin on the table.
external requirements, achievement motivation and its frustration,
symbolically expressed sexual conflicts.
Village scene: in the foreground Family relationships, conflicts with the family environment in the context
shot of a girl with a book, in the background problems of autonomy-subordination. Love triangle. Conflict
- a man works in the field, desires for personal growth and a conservative environment. Woman on
The older woman looks at him. in the background is often perceived as pregnant, which provokes
relevant topic. The muscular figure of a man can
provoke homosexual reactions. Gender-role stereotypes. IN
In the Russian context, stories often arise related to
national history and with professional self-affirmation.
3BM
3GF
4
On the floor next to the couch - The character's perceived gender may indicate hidden
the crouched figure most likely has homosexual attitudes. Problems of aggression, in particular self-aggression,
boy, there is a revolver on the floor next to him.
as well as depression and suicidal intentions.
Young woman standing near the door, Depressed feelings.
holding out his hand to her; other hand
covers his face.
Woman hugging man Wide range feelings and problems in the intimate sphere: themes of autonomy and
shoulders; the man seems to strive for infidelity, the image of men and women in general. Half naked female
a figure in the background when he is perceived as a third character, and
break out.
not like a picture on the wall, provokes plots related to jealousy,
love triangle, conflicts in the sphere of sexuality.
5
6VM
A middle-aged woman looks in. Reveals a range of feelings associated with the image of the mother. In Russian
through
half open
door
in the context, however, social themes associated with
old-fashioned furnished room.
personal intimacy, security, insecurity of personal life from
other people's eyes.
Low elderly woman worth A wide range of feelings and problems in the mother-son relationship.
with his back to the tall young man,
guiltily lowered his eyes.
Content

13. Interpretation of results

G. Lindzi identifies a number of basic assumptions on which the interpretation of TAT is based.
The primary assumption is that completing or structuring an unfinished or
unstructured situation, the individual manifests his aspirations, dispositions and conflicts in this.
The following 5 assumptions are related to determining the most diagnostically informative stories or
their fragments.
1. When writing a story, the narrator usually identifies with one of the characters, and desires,
the aspirations and conflicts of this character may reflect the desires, aspirations and conflicts of the narrator.
2. Sometimes the narrator's dispositions, aspirations, and conflicts are presented in an implicit or symbolic way.
form.
3. Stories have unequal significance for the Diagnosis of impulses and conflicts. In some it may
contain a lot of important diagnostic material, while Others contain very little or none at all
absent.
4. Themes that follow directly from the stimulus material are likely to be less significant than themes that directly follow
not conditioned by stimulus material.
5. Recurring themes are most likely to reflect the narrator's impulses and conflicts.
Another 4 assumptions are related to inferences from the projective content of stories concerning other
aspects of behavior.
1. Stories can reflect not only stable dispositions and conflicts, but also current ones associated with
current situation.
2. Stories can reflect events from the subject's past experience in which he did not participate, but was theirs
witnessed, read about them, etc. At the same time, the very choice of these events for the story is connected with its impulses and
conflicts.
3. Stories can reflect, along with individual, group and sociocultural attitudes.
4. Dispositions and conflicts that can be inferred from stories do not necessarily appear in
behavior or are reflected in the mind of the narrator.
Content

14. Case Study Example

Content
“There is some kind of... hmm... something like this is depicted
incomprehensible... some kind of cosmic planet,
because there are some semicircular ones here
dugouts, in the back
plan........some kind of planet is visible, and
space and
at the same time ancient in appearance. Probably in space
there was also some ancient time. Because
that the world depicted here is not modern... Month,
as if... looks as if he was lying down with his hump
at these legs and looks up. But it's in one
dugout, and in another dugout - too, which means
there's a light there, something like that
- lamp, someone there... and, in my opinion,
It’s even a baby, it’s their cosmic baby. U
he has a huge head, a bandage on his head
white... And they feel... well, they feel...
they are nothing but joys, that can be judged
at least... for this kid, he’s too much
some proud, contented man, going his own way
little dugout, small...”

15. List of used literature

Leontyev D.A. Thematic apperception test. 2nd ed.,
stereotypical. M.: Smysl, 2000. - 254 p.
Sokolova E.T. Psychological research personalities:
projective techniques. - M., TEIS, 2002. – 150 p.
http://flogiston.ru/library/tat
Content

Projective methodology for personality research "Thematic Apperception Test". Categories of analysis (features and indicators). Using a test to measure affiliation motive. Psychodiagnostic complex of graphic tests, diagnostic conclusion.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

Educational institution

"Gomel State University named after Francysk Skaryna"

Correspondence faculty

Department of Psychology

Abstract on the topic:

general characteristics techniques " Thematic Apperception Test" (TAT).

Performer: student of group PZ-42 Severinets Yu.O.

Head: senior teacher Dudal N.N.

Gomel 2013

Thematic Apperception Test (TAT)

Projective methodology for personality research. Along with the Rorschach test, one of the oldest and most widespread in the world. Created by H. Morgan and G. Murray in 1935. Subsequently, the technique became better known by the name of G. Murray, who made a significant contribution to its development.

The stimulus material of the thematic apperception test is a standard set of 31 tables: 30 black and white paintings and one empty table on which the subject can imagine any picture. The tables currently used are the third edition of the Thematic Apperception Test (1943).

The images used represent relatively vague situations that allow for ambiguous interpretation. At the same time, each of the drawings has a special stimulating power, provoking, for example, aggressive reactions or facilitating the manifestation of the subject’s attitudes in the field of family relationships. During the experiment, 20 pictures are presented in a certain sequence, selected from a standard set depending on gender and age (there are pictures for everyone: women, men, boys and girls under 14 years old). It is possible to use abbreviated sets of specially selected paintings.

Typically, the examination is carried out in two stages - 10 paintings per session with an interval between sessions of no more than 1 day. The subject is asked to come up with a little story about what led to the situation depicted in the picture, what is happening at the present time, what the characters think, what the characters feel, how this situation will end. The subject's stories are recorded verbatim, recording pauses, intonation, expressive movements, and other features. Usually they resort to a transcript or recording on a hidden tape recorder. During group examination it is allowed self recording story or choosing one of the many options offered. The time from the moment the picture is presented to the start of the story and the total time spent on the story for each picture are noted.

The examination ends with a survey, the main task of which is to obtain additional data about the subject, as well as clarify the sources of certain stories, analyze all logical inconsistencies, reservations, errors of perception, etc. found in the stories.

The analysis of stories recorded using the thematic apperception test is structured as follows:

1) finding a hero with whom the subject identifies himself. A number of criteria have been developed to facilitate the search for a hero (for example, detailed description thoughts and feelings of any of the characters; match with him in gender, age, social status; use of direct speech, etc.);

2) determination of the most important characteristics of the hero - his feelings, desires, aspirations, or, in the terminology of G. Murray, “needs” (Table 1).

Table 1. List of needs according to G. Murray (in order of the Latin alphabet)

n. Abasement (n Aba) humiliation
n. Achievement (n Ach) achievements
n. Affiliation (n Aff)
n. Aggression (n Agg) aggression
n. Autonomy (n Auto) independence
n. Counteraction (n Cnt)
n. Deference (n Def) respect
n. Defense (n Dfd)
n. Dominance (n Dom)
n. Exhibition (n Exh) attracting attention to oneself
n. Harmavoidance (n Harm) avoidance of harm
n. Infavoidance (n Inf) avoidance of failures
n. Nurtrance (n Nur) patronage
n. Order (n Ord) order
n. Play(nPlay) games
n. Rejection (n Rej) rejection
n. Sentience (n Sen)
n. Sex (n Sex) sexual relations
n. Succorance (n Sue) of seeking help (addiction)
n. Understanding (n Und) understanding

The following needs have been postulated but not systematically investigated:

n. A acquisition (n A cq)
n. Blamavoidance (n Blam) avoidance of blame
n. Cognizance (n Cog)
n. Construction (n Cons)
n. Exposition (n Exp) explanation (training)
n. Recognition (n Rec) recognition
n. Retention (n Ret) conservation (thrift)

The pressure of the medium is also detected, i.e. forces influencing the hero from the outside. Both needs and environmental pressure are rated on a five-point scale depending on their intensity, duration, frequency and significance in the plot of the story. The sum of scores for each variable is compared with the standard for a specific group of subjects;

3) a comparative assessment of the forces emanating from the hero and the forces emanating from the environment. The combination of these variables forms a theme (hence the thematic apperception test), or a dynamic structure of interaction between person and environment. According to G. Murray, the content of the topics is:

a) what the subject actually does;

b) what he strives for;

c) what he is not aware of, manifesting itself in fantasies;

d) what he is experiencing at the moment;

e) how the future seems to him.

As a result, the researcher receives information about the basic aspirations, needs of the subject, the influences exerted on him, conflicts that arise in interactions with other people, and ways to resolve them, and other information.

A formal analysis of the stories is also carried out, including calculation of the duration of the stories, their stylistic features, etc. This aspect of the analysis can be useful for detecting pathological tendencies. The diagnostic value of TAT is based on the recognition of the existence of two clearly manifested tendencies in the human psyche. The first of these is expressed in the desire to interpret every ambiguous situation that an individual encounters in accordance with his past experience. The second tendency is that in any literary work the author relies primarily on his own experiences and consciously or unconsciously endows them with fictional characters. In its final form, the theory of personality developed by G. Murray, which he called personology and formed under the strong influence of psychoanalysis, is quite eclectic in nature. It was critically examined in the works of domestic psychologists (L.F. Burlachuk and V.M. Bleikher, 1978; E.T. Sokolova, 1980, etc.).

The reliability of the Thematic Apperception Test has been repeatedly studied by various researchers. Most works discuss the problem of repeating story themes after certain period time.

According to S. Tomkins, the correlation when the test was repeated after 2 months was equal to 0.80, after 6 months - 0.60, and after 10 months was 0.50. The validity of the thematic apperception test, despite the fact that in the case of projective techniques this issue cannot be resolved traditionally psychometrically, is confirmed by numerous studies.

Known different approaches to the analysis and interpretation of data (for more details, see L.F. Burlachuk and V.M. Bleicher, 1978; E.T. Sokolova, 1980). There are many modifications of the thematic apperception test (for examining people of different cultural levels, adolescent delinquents, elderly and senile people, etc.). IN domestic research TAT was first used in the early 1960s. at the Leningrad Research Psychoneurological Institute named after V.M. Bekhterev to identify significant, primarily pathogenic personality relationships, differential diagnosis of neuroses, psychoses and borderline states (I.N. Gilyasheva, 1983). Later, TAT began to be used in general psychological research (V.G. Norakidze, 1975, etc.).

Main categories of analysis (signs and indicators)

Category "Care".

“Escape” is the behavior of the subject aimed at avoiding the required answers. When “leaving,” the subject seems to replace the true answers by substituting other answers. “Leavings” can be intentional or unconscious. There are 4 main options for “care”: a descriptive option (in this case, the subject uses only one moment, i.e., is given only a description of what is depicted), a variant of the formal construction of the plot (in this case, the subject creates only a kind of skeleton of the plot, without complementing it in any way). visible images, neither judgments, nor characteristics), substituting option (the subject, instead of creating his own plot, selects ready-made material schematically similar to the one depicted), branched option (in this case, the plot is created by the subject, but he tries to give the maximum number of the most diverse options at each turn ).

Category "Character Position".

This or that life position(active, passive, contemplative, aggressive) - this is the acceptance of the place of a particular character in the picture in personal or public relationships, “identifying” oneself with the person depicted. Position is the starting point for solving life problems and conflicts. All types of positions are direct indicators of the corresponding personality tendencies. All of them provide material for solving questions about the individual’s modes of action.

Category "Solidarization".

Solidarity is seen as “understanding” a person, sharing his views, sympathy for this person and complicity in his experiences. The subject may not accept the position of the person, but nevertheless, its qualities and properties will appeal to the subject.

Category "Digression from the storyline."

A sign of this category is a sudden change in the direction of the story, distractibility by random association. There are reference and memorial retreats. Reference deviations are indicators of a tendency to reasoning. Memorial - indicators of egocentricity.

Category "Perception errors".

An error of perception is considered to be naming, but not inventing, and adding objects of a different type and type than those shown in the picture.

Category "Number of parts".

A significant number of details taken from the painting are assessed as a tendency towards “field behavior”. Conversely, a small number of details used to construct a story characterizes the independence of the person, his independence, and at the same time reduced attention to the environment.

Category: Total Story Time.

Long “without pauses” stories throughout all the paintings characterize a sphere of consciousness rich in ideas and associations and a penchant for fantasy. A selectively long story suggests that the situation and plot that the subject saw captured him. Pauses of more than 30 minutes are indicators of affective reactions.

Thematic Apperception Test to Measure the Affiliation Motive

The TAT is a projective technique refined by R. Haynes, D. Veroff, and D. Atkinson (1958), who developed the structured TAT to measure affiliative motives (the desire to maintain, create, or restore positive emotional relationships with other people), dominance, and achievement. In the classical TAT methodology, the scaling of assessments is based on the experience and intuition of the interpreter.

Structured TAT, according to the literature (McClelland, 1958), provides fairly reliable assessments of the motives being studied. As for the application of the concept of validity to tests of thematic apperception, the difficulties of its use decrease as these tests are structured. To create a structured TAT, a system of categories has been developed that allows one to accurately identify one or another functional element of the motive.

Each category that the experimenter can identify in the respondent’s story based on the TAT pictures is scored 1 point. In total, when analyzing affiliation, 8 categories were identified (system of images of affiliation, emotions, instrumental activity, etc.). An individual scale score is determined by summing the individual category scores. The procedure for identifying categories is the main content of the work of an expert in content analysis of these texts. In the 1970s The method of content analysis of stories (written from TAT pictures) for measuring the motive for achievement was revalidated by Yu.M. Orlov, motive of affiliation Yu.M. Orlov, N.D. Tvorogova. Since the compilers of the structured version of TAT used experimental situations with arousal and neutralization of the affiliation motive, the same experimental procedures were repeated during revalidation. The task was to establish: a) whether the individual scale score obtained from the results of describing the test pictures correlates with the excitation and neutralization of the affiliation motive or the suppression of the affiliation motive by another motive, for example, the achievement motive; b) whether the scale score is affected by the difference in the pictures from which the subject writes stories;

c) since scaling is carried out by experts who use a common text of instructions, to what extent do the judgments of experts working independently of each other differ.

The study was conducted among students of the 1st Moscow medical institute them. THEM. Sechenov. The study showed that the categories of content analysis are sensitive to the arousal of the affiliation motive; the methodology is valid.

List of used literature

1. Leontyev D.A. Thematic apperception test. 2nd ed., stereotypical. M.: Smysl, 2000. - 254 p.

2. Orlov Yu.M. Measuring sociogenic needs using the thematic apperception test // Problems of formation of sociogenic needs. Tbilisi, 1974;

3. Orlov Yu.M., Tvorogova N.D. Revalidation of the thematic apperception test for measuring the affiliation motive // ​​Issues. psychology. 1982. No. 2;

4. Psychological tests/ Edited by A. A. Karelina: In 2 volumes - M.: Humanit. ed. VLADOS center, 2001. - T.1. - 312 s.

5. Sokolova E.T. Psychological research of personality: projective techniques. - M., TEIS, 2002. - 150 p.

Application

Psychodiagnostic complex of graphic tests: “Free drawing”, “Picture of the world”, “Self-portrait”

Targetusetests: identification of individual typological characteristics of a person.

Material: for the “Free Drawing” and “Picture of the World” tests, sheets of paper measuring 15x20 cm are used, for the “Self-Portrait” test - a sheet measuring 10x15 cm. Test subjects can use pencils and fountain pens.

Instructions: " You need to complete three tasks:

1) draw any image you wish ("Free Drawing" test);

2) draw a “Picture of the World”, i.e. How do you imagine the world around you ("Picture of the World" test);

3) draw a self-portrait (test “Self-Portrait”).”

Note: The examination can be carried out either individually or in a group.

Subject: female, 23 years old

Total examination time: 30 min.

Diagnostic conclusion on the psychodiagnostic set of graphic tests: “Free drawing”, “Picture of the world”, “Self-portrait”

According to G. Reed, the drawing obtained as a result of the “Free Drawing” test can be classified as an emphatic drawing, which conveys the atmosphere, elements, natural landscape- sunrise or sunset, mountains, sea. It can be assumed that the subject belongs to the extroverted sensory type.

A person with a dominant emphatic type of image is characterized by a plot strategy when freely describing a literary text. This type is not characterized by high school performance and good health.

According to Jung, this is the “male type.” The objective sense of reality in the “male type” is unusually developed. Everything he feels serves as a reason for him to experience new sensations. The sensation represents a concrete expression of life, its fullness. True pleasure has a special morality, moderation, self-denial and readiness for sacrifice. The ideal of a person belonging to this type is reality and in relation to it he is full of respect. He dresses well and there is always delicious food in his house. His refined taste makes special claims to the world around him. But the more the sensations outweigh, the more unpleasant the type who strives for sensual pleasures becomes. Repressed intuition can develop into fantasies of jealousy and fear. To reach his consciousness, it often takes effective measures impact.

When interpreting the “Picture of the World” test, we can say that the drawing is abstract, schematic, characterized by laconic construction, in the form of some kind of abstract image, sign, symbol.

The self-portrait is represented by a schematic image - in the form of a face drawn in profile; More often, people of an intellectual disposition gravitate towards this type of image (thinkers, according to I.P. Pavlov), for whom it is important to obtain the most general ideas about the phenomenon; they are interested in particulars and details as needed. This image appears to correspond to a synthetic cognitive style with a tendency to generalize.

diagnostic thematic apperception test

A drawing in a decorative style (an image of a portrait in a clearly embellished form, in a beautiful frame, with the presence of flowers) indicates that the subject is a sensory extrovert;

The design of a large head usually suggests great intellectual pretensions or dissatisfaction with one's intellect.

An emphasis on the nose suggests sexual problems. Prominent nostrils indicate a tendency towards aggression. A prominent mouth suggests primitive oral tendencies or possible difficulty speaking. A pattern without legs means instability and lack of foundation.

Methodology for diagnosing frustration reactions by S. Rosenzweig

Purposetest

The technique is designed to study reactions to failure and ways

exiting situations that interfere with activity or satisfaction

personality needs.

Descriptiontest

The technique consists of 24 schematic contour drawings, which depict two or more people engaged in an unfinished conversation. The situations depicted in the figures can be divided into two main groups.

"Obstacle" situations. In these cases, some obstacle, character or object discourages, confuses in a word or in some other way. This includes 16 situations.

Images: 1, 3, 4, 6, 8, 9, 11, 12, 13, 14, 15, 18, 20, 22, 23, 24.

"Blame" situations. The subject then serves as the object of the accusation. There are 8 such situations.

Images: 2, 5, 7, 10, 16, 17, 19, 21.

There is a connection between these groups of situations, since the “accusation” situation assumes that it was preceded by the “obstacle” situation, where the frustrator was, in turn, frustrated. Sometimes the subject may interpret the situation of “accusation” as a situation of “obstacle” or vice versa.

The drawings are presented to the subject. It is assumed that by “responsible for another”, the subject will express his opinion more easily, more reliably and show his typical reactions to get out of conflict situations. The researcher notes the total time of the experiment.

The test can be used both individually and in groups. But unlike group research, individual research uses another important technique: asking students to read written answers out loud. The experimenter notes features of intonation and other things that can help clarify the content of the answer (for example, a sarcastic tone of voice). In addition, the subject may be asked questions regarding very short or ambiguous answers (this is also necessary for scoring). Sometimes it happens that the subject misunderstands a particular situation, and, although such errors in themselves are significant for a qualitative interpretation, nevertheless, after the necessary clarification, a new answer must be received from him. The survey should be conducted as carefully as possible, so that the questions do not contain additional information.

InstructionsTotest

For adults: “You will now be shown 24 drawings. Each of them depicts two talking people. What the first person says is written in the square on the left. Imagine what another person might answer. Write the very first answer that comes to your mind "on a piece of paper, marking it with the corresponding number. Try to work as quickly as possible. Take the task seriously and do not get off with a joke. Also, do not try to use hints."

Answersonsituations

1. It’s okay if you give me a ride home...

2. Oh, excuse me, please, do you want me to give you money for it?

3. Woman, could you take off your hat, I can’t see the screen?!

4. Well, never mind, I’ll try to catch the bus...

5. Well, let's look again.

6. Well, give me two, and I’ll come for the rest next time.

7. Oh, sorry, I'll leave now...

8. Of course, go together, but I have other plans today...

9. But it’s raining outside, and I’ll get all wet...

10. This is just your opinion...

11. It's okay.

12. Then I’ll take Petrov’s hat, and then we’ll exchange.

13. But why? I won't leave here until you listen to me...

14. Damn, she's always late!

15. But I relied on you! You can't do that!

16. Well, excuse me, I’ll pay you for the repairs...

17. Sorry, it happened that way. I'll call the master now.

18. Damn!!! What to do?

19. Sorry, I'm just in a hurry. I look carefully at the road.

20. Well, okay, maybe she has some motives of her own...

21. What a pity!!! I'll go see him at the hospital right now!

22. No, thank you, everything is fine...

23. But we are already late, say goodbye to her on the phone...

24. It’s okay, it’s a child.

Severinets Yulia Olegovna, 23 years old

Treatmentreceiveddata

Evaluation of the subject's answers

Group conformity coefficient GCR

General GCR table for adults Matches for the subject

100/14*9=64,3% - GCR

Profile table

M>E>I NP>OD>ED

i>E/>M/=M=m

Trends

E/= (1-3) /4=-0.5*100%=-50%

M/= (1-2) /3=-0.3*100%=-33%

I= (0-1) /1=-1*100%=-100%

M= (2-1) /3=0.3*100%=33%

e= (2-0) /2=1*100%=100%

m= (3-0) /3=1*100%=100%

Diagnostic conclusion for the subject using the Rosenzweig test

Having analyzed the level social adaptation, we can conclude that a high percentage of GCR, equal to 64.3%, indicates that the subject is non-conflict, easily finds a common language with others, and quickly adapts to his social environment.

The leading direction of the subject's reaction in a frustrating situation is the impulsive reaction. The dominance of impulsive reactions means the desire to resolve the conflict and hush up an awkward situation. Here the frustrating situation is seen as something insignificant or inevitable, overcome over time.

Less often, the subject resorts to intropunitive reactions, where the reaction is directed at himself, with the acceptance of guilt or responsibility for correcting the situation that has arisen.

It can be noted that most often the type of reaction “with fixation on an obstacle” predominates in the subject. The 0D score exceeds the established normative limit, which means that the subject tends to fixate excessively on the obstacle. Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.

The type of reaction “with a fixation on need satisfaction” is less pronounced. The subject is not inclined to the constant need to find a constructive solution to a conflict situation in the form of either demanding help from other people, or accepting the responsibility to resolve the situation, or the confidence that time and the course of events will lead to its resolution.

Personality Study Using Cattell's 16-Factor Questionnaire (Form A)

The questionnaire is designed to measure 16 personality factors - personality traits, properties that reflect relatively stable ways of a person’s interaction with the outside world and himself. Emotional, communicative, intellectual properties, as well as self-regulation properties that generalize a person’s information about himself (form A) are identified.

The questionnaire contains 187 questions that the subjects (adults with at least 8-9 grades of education) are asked to answer. The duration of the task is 50-60 minutes.

The subject is asked to enter one of the answer options to the question “yes”, “no”, “I don’t know” (or “a”, “b”, “c”) on the registration form.

The test can be used for multilateral and in-depth study a person’s personality, his character, temperament, intelligence, emotional, volitional, moral, communicative and other characteristics, which implies its use in the areas of career guidance and personnel placement, medical psychodiagnostics, family counseling, pedagogy, scientific research, etc.

Instructions.

You are asked to answer a series of questions, the purpose of which is to find out the characteristics of your character, inclinations and interests. When answering a question, you can choose one of three proposed answer options. The answer number on the form must correspond to the question number. Having chosen the answer “a”, cross the left symbol; if the answer is “b”, then the middle symbol; the answer “c” corresponds to the right symbol. When answering, remember: don’t waste time thinking, give the first natural answer that comes to your mind; try to avoid intermediate, “vague” answers; Don’t skip anything, be sure to answer all the questions in a row.

FormForanswers

1 A in with 33 A in c 65 A in c 97 A in c 129 a in With 161 A in with

2A in c 34 a in With 66 A in c 98 A in c 130 a in With 162 a V With

3 A in c 35 a in With 67 a in With 99 a b With 131 A in with 163 A in with

4 A in with 36 A in c 68 a V from 100 a V from 132 a to With 164 A in with

5 a V from 37 A in with 69 A in s 101 A in with 133 A in c 165 A in with

6 a V from 38 a V from 70 a to With 102 A in with 134 A in with 166 A in with

7 a V from 39 a to With 71 a in With 103 a V from 135 A in c 167 A in with

8 a b With 40 A in c 72 a in With 104 a b With 136 A in c 168 a V With

9 a V from 41 A in c 73 A in s 105 A in c 137 a in With 169 A in with

10 a V from 42 A in c 74 A in c 106 a in With 138 A in c 170 a in With

11 a V from 43 A in c 75 a in With 107 a b With 139 a in With 171 a in With

12 A in c 44 a in With 76 a in With 108 a b With 140 A in c 172 A in with

13 A in c 45 A in c 77 a in With 109 a b With 141 a V from 173 a to With

14 a V from 46 a to With 78 a V from 110 A in c 142 A in c 174 a in With

15 A in c 47 A in c 79 a in With 111 a V from 143 A in c 175 a in With

16 A in with 48 A in c 80 a in With 112 A in c 144 A in c 176 a in With

17 A in with 49 A in with 81 A in s 113 A in c 145 a in With 177 A in with

18 A in s 50 A in c 82 a in With 114 A in c 146 A in c 178 A in with

19 A in c 51 a in With 83 A in c 115 a in With 147 A in c 179 a in With

20 A in with 52 A in c 84 a V from 116 a V from 148 A in from 180 A in with

21 a V from 53 a V from 85 A in c 117 a in With 149 A in c 181 a in With

22 A in c 54 a V from 86 a to With 118 a v With 150 a V from 182 A in with

23 a v With 55 a V from 87 a to With 119 a v With 151 a in With 183 A in with

24 A in with 56 A in c 88 A in s 120 A in c 152 a in With 184 a V With

25 A in c 57 a in With 89 A in c 121 a in With 153 a in With 185 A in with

26 a b With 58 A in from 90 A in s 122 A in c 154 A in c 186 A in with

27 A in with 59 A in c 91 a in With 123 A in c 155 A in c 187 A in with

28 a V from 60 A in c 92 A in c 124 a in With 156 a in With

29 A in c 61 a V from 93 a to With 125 a V from 157 A in with

30 A in c 62 a in With 94 a V from 126 A in c 158 a in With

31 a in With 63 A in c 95 a in With 127 a in With 159 A in with

32 A in c 64 a in With 96 A in c 128 a V from 160 A in with

	Raw points

	Raw scores for factor A

Secondary factors:

Let's calculate the standard deviation on a normal scale for factor A:

Let's check the normality of the distribution by calculating skewness and kurtosis:

Let's calculate critical values asymmetry and kurtosis:

Based on the data obtained, we can say that the distribution of the trait according to factor A is considered normal.

Individual personality profile

5.5 A B C E F G H I L M N O Q1 Q2 Q3 Q4

Psychodiagnostic report

Based on the results of the test, it turned out that the subject does not avoid relationships with people, but his own activity in establishing and maintaining contacts is low. He becomes the initiator of communication if his interests are affected or the problem is solved only through communication. Selective in communication; has a small circle of friends and acquaintances who are similar in interests and value orientations and with whom he feels comfortable. Communicating with a large audience or authority figures requires overcoming tension.

According to the individual profile data, it turned out that the subject

collected, quick-witted, he has abstract thinking, high general mental abilities, and quickly grasps.

High scores on factor E indicate a tendency towards dominance, authority, intransigence; he is self-confident, assertive, sometimes aggressive, stubborn, conflict-ridden, independent.

High scores on factor F indicate that the subject is carefree, cheerful, cheerful, active, energetic, talkative, and believes in luck.

A peak in factor I indicates that the subject is gentle, dependent on others, sensitive, likes attention from others, capable of empathy and understanding, kind, tolerant of himself and others, prone to romanticism, artistic, often acts on intuition, feminine , fantasizes in conversation and alone, changeable, hypochondriac.

High scores on factor L indicate such negative character traits as jealousy, envy, great conceit, and his interests are directed towards himself.

The subject often experiences feelings of guilt, he is very vulnerable, at the mercy of moods, impressionable, sensitive to the reactions of others,

The most low performance by factor Q2 indicate that the subject needs group support, makes decisions together with others, follows public opinion, focuses on social approval.

Based on the results of secondary factors, it turned out that the subject establishes and maintains social contacts well, is emotional, sensitive to subtleties, and polite.

G. Murray's Thematic Apperception Test (TAT)

Instructions: Work with TAT begins with the presentation of instructions. The subject sits comfortably, determined to work for at least an hour and a half, several tables (no more than 3-4) are ready face down. The instructions consist of two parts. The first part of the instructions must be read verbatim by heart, twice in a row, despite possible protests from the subject. The text of the first part of the instructions: “I will show you the pictures, you look at the picture and, starting from it, make up a story, a plot, a story. Try to remember what needs to be mentioned in this story. You will say what, in your opinion, is this situation, what kind of moment is depicted in the picture, what is happening to people. In addition, you will say what happened before this moment, in the past in relation to it, what happened before. Then you will say what will happen after this situation, in the future in relation to her, what will happen next. In addition, you must say what the people depicted in the picture or any of them feel, their experiences, emotions, feelings. And you will also say what the people depicted in the picture think, their reasoning, memories, thoughts , solutions".

After repeating the first part of the instructions twice, you should state the following in your own words and in any order (the second part of the instructions):

There are no “right” or “wrong” options; any story that follows the instructions is good; You can tell them in any order. It’s better not to think through the whole story in advance, but to start immediately saying the first thing that comes to mind, and changes or amendments can be introduced later if there is a need for it; literary processing is not required; the literary merits of the stories will not be assessed. The main thing is to make it clear what we are talking about. Some specific questions can be asked along the way. The last point is not entirely true, since in reality the logic of stories, vocabulary, etc. are among the significant diagnostic indicators.

When resuming work at the beginning of the second session, it is necessary to ask the subject if he remembers what to do and ask him to reproduce the instructions. If he correctly reproduces the main 5 points, then you can start working. If some points are missed, you need to remind “You forgot again.”, and then get to work without returning to the instructions.

Special instructions are required when working with Table 16 (blank white box). Often it does not confuse the subject, and he gives a full story without additional instructions. In this case, the only thing to do is, at the end of the story, ask to imagine another situation and compose another story. When this is completed, you should ask to do the same for the third time. When the subject gives a description of the situation, he should be asked to write a story. If he begins immediately with a story, after finishing it, the subject should be asked to describe the imaginary picture that served as the basis for the story.

Protocolexaminations

Subject: female, 23 years old

Date of examination: 05/27/2013

Start time of the examination: 2 p.m. 50 min

General diagnostic conclusion for the subject

Based on the tests conducted, we can say that the subject belongs to the extroverted sensory type. The subject is non-conflict, easily finds a common language with others, and quickly adapts to his social environment. He is selective in communication; has a small circle of friends and acquaintances who are close in interests and value orientations and with whom he feels comfortable. Communicating with a large audience or authority figures requires overcoming tension.

He tends to quickly navigate problem situations, but does not always know how to calculate possible solutions. In this regard, the chosen solution is not always optimal. Uses new ideas and solutions carefully, only after a comprehensive assessment and evaluation of the consequences.

Organized and persistent, especially in situations in which he has adapted. In the event of an unexpected additional load, it can act chaotically and disorganized. Selectively applies to group-wide norms and requirements. Conscientiousness and responsibility in personally significant situations can be combined with formal fulfillment of duties when the situation does not affect personal interests.

The subject is collected, quick-witted, has abstract thinking and high general mental abilities. He is prone to dominance, power, intransigence, he is self-confident, assertive, sometimes aggressive, stubborn, conflict-ridden, independent.

However, he is also very cheerful, cheerful, active, energetic, talkative, and believes in luck. The subject likes attention from others, he is capable of empathy and understanding, kind, tolerant of himself and others, prone to romanticism, artistic, often acts by intuition, feminine, fantasizes in conversation and alone with himself, changeable, hypochondriac. It has negative traits character such as jealousy, envy. The subject often experiences a feeling of guilt, he is very vulnerable, at the mercy of moods, and impressionable. He needs group support, makes decisions together with others, follows public opinion, and focuses on social approval.

Table No. 1 - Formal mandatory indicators.

Compliance with instructions Emotional background

Lat. time

Total time

Detail level

Level of presentation

mood

intonation

story

calm

Description, plot

excited

story

excited

alarmed

story

calm

story

calm

story

sad

excited

story

excited

story

excited

story

elevated

joyful

calm

story

calm

story

excited

excited

story

calm

stories

sad

excited

story

drooping

excited

deteriorated

excited

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The Thematic Apperception Test (TAT) is a projective psychodiagnostic technique developed in the 1930s at Harvard by Henry Murray and Christiane Morgan. The purpose of the methodology was to study the driving forces of personality - internal conflicts, drives, interests and motives.

The Drawing Apperception Test (PAT) is a compact modified version of G. Murray's Thematic Apperception Test, which takes little time for examination and is adapted to the working conditions of a practical psychologist. A completely new stimulus material has been developed for it, which consists of contour plot pictures. They schematically depict human figures.

The drawn apperception test, due to its greater brevity and simplicity, has found application in family counseling, in providing socio-psychological assistance to pre-suicide victims, as well as in the neurosis clinic and forensic psychiatric examination.

The technique can be used both in individual and group examinations, with both adults and adolescents from 12 years of age. Testing can be done by listening to stories and writing them down, but you can also give a task and ask the person to write down their answers themselves. Then he (or a group of people being examined) is asked to sequentially, according to numbering, look at each picture and write a short story about how he interprets the contents of the picture.

Testing time is not limited, but should not be unduly long in order to obtain more immediate answers.

Drawing apperception test (PAT) by G. Murray. And also a methodology for studying conflict attitudes, B.I. Hassan (based on the RAT test):

Instructions.

Carefully look at each drawing in turn and, without limiting your imagination, compose for each of them short story, which will reflect the following aspects:

• What's happening at the moment?
• Who are these people?
• What are they thinking and feeling?
• What led to this situation and how will it end?

Do not use well-known plots taken from books, theater plays or films - come up with something of your own. Use your imagination, ability to invent, wealth of fantasy.

Test (stimulus material).

Processing the results.

Analysis creative stories test subject (oral or written) allows us to identify his identification (usually unconscious identification) with one of the “heroes” of the plot and the projection (transfer into the plot) of his own experiences. The degree of identification with a plot character is judged by the intensity, duration and frequency of attention paid to the description of this particular plot participant.

To the signs, based on which one could conclude that the subject identifies himself with this hero in to a greater extent include the following:

• thoughts, feelings, and actions are attributed to one of the participants in the situation that do not flow directly from the given plot presented in the picture;
• one of the participants in the situation is given significantly more attention during the description process than the other;
• against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them is assigned a name, and the other is not;
• against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them is described using more emotionally charged words than the other;
• against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them has direct speech, and the other does not;
• against the background of approximately the same amount of attention paid to the participants in the proposed situation, one is described first, and then the others;
• if the story is compiled orally, then a more emotional attitude towards the hero, with whom the subject identifies himself to a greater extent, is manifested, manifested in the intonations of the voice, in facial expressions and gestures;
• if the story is presented in written form, the features of the handwriting can also reveal those facts with which there is greater identification - the presence of strikeouts, blots, deterioration of handwriting, increased slope of the lines up or down compared to normal handwriting, any other obvious deviations from normal handwriting, when the subject writes in a calm state.

It is not always possible to easily detect a more significant character in the description of a picture. Quite often, the experimenter finds himself in a situation where the volume of written text does not allow him to judge with sufficient confidence who is the hero and who is not. There are other difficulties. Some of them are described below.

• Identification shifts from one character to another, that is, in all respects, both characters are considered in approximately the same volume, and, first, one person is completely described, and then completely another (B.I. Khasan sees this as a reflection of the instability of the subject’s ideas about himself) .
• The subject identifies himself with two characters at the same time, for example, with “positive” and “negative” - in this case, in the description there is a constant “jumping” from one character to another (dialogue, or simply description) and it is precisely the opposite qualities of the participants in the plot that are emphasized (this may indicate the author’s internal inconsistency, a tendency to internal conflicts).
• The object of identification can be a character of the opposite sex or an asexual character (person, creature, etc.), which can in some cases, with additional confirmation in the text, be regarded as various problems in the intergender sphere of the individual (the presence of fears, problems with self-identification, painful dependence on a subject of the opposite sex, etc.).
• In a story, the author can emphasize his lack of identification with any of the participants in the plot, taking the position of an outside observer, using statements like: “Here I am observing the following picture on the street...”. B.I. Khasan proposes to consider the heroes in this case as the antipodes of the subject himself. At the same time, it can be assumed that this is not the only possible interpretation. So, for example, the position of an outside observer can be taken by a person whose system defense mechanisms his Ego does not allow him to recognize in himself the presence of qualities that he attributes to others, or it may be the result of fear of such situations and the dissociation mechanism is triggered.

The subject may associate this or that picture with his own life situation, causing frustration. In this case, the heroes of the story realize the needs of the narrator himself, unrealized in real life. It also happens the other way around - the story describes obstacles that prevent the fulfillment of needs.

The intensity, frequency and duration of attention given to the description of individual details of the situation, the duration of fixation of the subject’s attention on certain values ​​repeated in different stories, can give a general understanding of the problematic psychological areas (unsatisfied needs, stress factors, etc.) of the person being examined.

The analysis of the obtained data is carried out mainly on quality level, as well as through simple quantitative comparisons that make it possible to assess, among other things, the balance between the emotional and intellectual spheres of the personality, the presence of external and internal conflicts, the scope of broken relationships, the position of the subject’s personality - passive or active, aggressive or passive (in this case 1:1 , that is, 50% to 50% is considered a conditional norm, and a significant advantage in one direction or another is expressed in ratios of 2:1 or 1:2 or more).

Key.

Characteristics of each individual story (there should be 8 pieces in total).

1. characters of the story (formal description - what is known from the story about each of the participants in the plot - gender, age, etc.);
2. feelings, experiences, physical state conveyed in the story (in general);
3. leading motives, sphere of relationships, values ​​(in general);
4. conflicts and their scope (if present), obstacles and barriers on the way for the participants in this plot to achieve their goals;
5. the vector of the psychological orientation of the behavior of the participants in the plot;
6. analysis of the reasons that do not allow one to clearly identify the “hero” of the plot with whom identification occurs to a greater extent (if any);
7. the presence in the plot of a hero with whom the subject identifies himself to a greater extent and a description of the signs by which this particular character is recognized by the researcher as a “hero” (if a certain “hero” is quite obvious in the plot);
8. the gender and age of the hero are indicated (if a certain “hero” is quite obvious in the plot);
9. determining the characteristics of the hero, his aspirations, feelings, desires, character traits (if a certain “hero” is quite obvious in the plot);
10. assessment of the strength of the hero’s need depending on its intensity, duration, frequency of occurrence and development of the plot as a whole (if a certain “hero” is quite obvious in the plot);
11. a description of the hero’s individual characteristics in accordance with the scales: impulsiveness - self-control, infantilism - personal maturity (with a description of the criteria for this assessment) (if a certain “hero” is quite obvious in the plot);
12. correlation of the characteristics of the “hero” (motives of behavior, personal characteristics etc.) with those characteristics (needs, motives, values, character traits, etc.) that the subject as a whole reflected in the process of describing a given plot (if a certain “hero” is quite obvious in the plot);
13. self-esteem of the subject, the ratio of his real self and ideal self, if judged by this story;
14. features of the style of text presentation, handwriting;
15. what in this text particularly attracted the attention of the researcher;
16. assumptions about the personality characteristics and life situation of the subject with specific references to the details of the story that confirm these assumptions - a generalization of the conclusions from this story.

	Characteristic name	The characteristic itself

Point 11 – “an assessment of the strength of the hero’s need depending on its intensity, duration, frequency of occurrence and development of the plot as a whole” or, if there are difficulties with the definition of “hero”, then this phrase should be understood as “an assessment of the strength present in general in the description of the plot needs depending on its intensity, duration, frequency of occurrence and development of the plot as a whole” deserves a separate description.

In order to determine the dominant and possibly suppressed needs of the subject, it is proposed to introduce a ranking of the strength of one or another need in each of the descriptions, that is, in each of the proposed 8 stories. Thus, all needs from G. Murray’s list of needs (the list is given above) receive a subjective assessment of the degree of expression. B.I. Khasan proposes to determine the intensity of needs only for the “hero”, but it seems more logical to simply mark in points the strength of a particular need reflected in the description of the plot, regardless of which of the characters is given more attention, based on the assumption that all the story as a whole is a projection of certain characteristics of the subject’s personality, his image of the world.

For evaluation, you can choose, for example, a five-point system. In this case, the strength of such a need (according to Merey) as aggression can be expressed as follows:

• complete absence of aggression – 0 points
• the tendency of one of the plot participants to be irritable – 1 point
• active verbal aggression on the part of one of the participants or indirect non-verbal aggression (broke something, etc.) – 2 points
• quarrel with expressed threats from both participants in the plot - 3 points
• real fight with the use of physical force – 4 points
• murder, mutilation, war, etc. - 5 points

There are only 22 points in G. Murray’s list of needs given in this development (see the theoretical material). Consequently, the diagnostician’s task is to compile a table in which a certain number of points would be assigned in accordance with the intensity of each of the 22 needs in each of the descriptions (at least 8 plots).

Below is an example of filling out the table:

Intensity of expression of needs.
	need	1 picture	2 picture	3 picture	4 picture	5 picture	6 picture	7 picture	8 picture	sum
	In self-deprecation
	In achieving
	In affiliation
	In aggression
	In autonomy
	In opposition
	With respect
	In dominance
	In exhibition
	In avoiding damage
	To avoid shame
	In order
	In denial
	In sensory impressions
	In intimacy (libido)
	In support
	In understanding
	In narcissism
	In sociality (sociophilia)

Obviously, scores regarding the intensity of a particular need present in the description of the plot will be given based on the subjective perceptions of the researcher. However, the table can be quite informative. With its help, the diagnostician himself can form a personal idea of ​​the subject’s condition and his needs. In psychological counseling, a share of subjectivity in assessing the client’s personality characteristics is almost inevitable, but even in this case, ranking the intensity of needs in each of the plots, and then summing the overall scores for each need gives a clearer picture of the client’s problem, of course, taking into account the degree of error consultant's subjectivity. A table like this is also good for sharpening your observation skills in the process of analyzing descriptions. The table is of particular value in cases where a psychologist or psychotherapist decides that after a certain psychotherapy it is necessary to conduct repeated testing. In this case, it becomes possible to compare not only general trends, but also the results of the intensity of needs recorded in points. Finally, this form ranking is convenient if certain reporting is required within the service psychological counseling, as well as for some statistical generalizations.

After completing the ranking and entering all the points into the table, the total results of all descriptions for each need can be presented in the form of a kind of needs profile, where the points obtained for the needs will be marked on the vertical axis of the graph, and all 22 needs will be marked on the horizontal axis. The graph allows you to get a clear image of the needs profile.

After calculating the sum of points for each of the needs, the researcher makes an assumption that the subject has some dominant needs and, possibly, some suppressed, or not suppressed, and not actualized. This is done by comparing the data and selecting several needs that received the maximum number of total points and those with the minimum number of points.

If several needs (according to G. Murray) received the same, large number of points, then the probability that the need that has many points due to its reflection in almost every description with average strength is more relevant than the need that received a high number of points for due to the fact that it is strongly expressed in 2-3 descriptions, but not in the rest. Of course, it is necessary to take into account the peculiarities of the content of stories in which the strength of one or another need is high.

It is also proposed to separately consider the described behavior of the characters in each of the stories from the point of view of different types of aggressiveness (11 types of behavior are indicated in the theoretical part - see below) and also generalize the results.

Intensity of manifestation of aggressiveness.
	need	1 picture	2 picture	3 picture	4 picture	5 picture	6 picture	7 picture	8 picture	sum
	anti-aggression
	intense aggression
	undifferentiated aggressiveness
	local aggressiveness, impulsive
	conditional, instrumental aggression
	hostile aggressiveness
	instrumental aggression
	brutal aggression
	psychopathic aggression
	aggression motivated by group solidarity
	intersexual (libido) aggression varying degrees

Interpretation, analysis, conclusion.

The information is summarized in accordance with the following points:

1) the subject’s tendency to re-specify (a sign of uncertainty, anxiety);

2) pessimistic statements (tendency to depression);

3) incompleteness of the plot description and lack of prospects for its development (uncertainty about the future, inability to plan it);

4) predominance of emotional responses (increased emotivity);

5) predominance of judgments, rationalization (reduced emotiveness).

6) the degree of inconsistency in the assessment of the characters and the situation;

7) the degree of verbosity in the description of a particular plot: sometimes the lack of desire to describe a certain plot, little attention to it in comparison with others may indicate conscious or unconscious tension in relation to the conflict situation embedded in the picture, the subject avoids associations that come to mind, “ leaves" from the situation;

8) the degree of emotional detachment from the described plot;

9) the degree of diversity in the perception of pictures (differences in the style of description - business, everyday, pompous, childish, etc.; differences in the form of description - statement of fact, fairy tale, story, poem, etc.; differences in the attribution of plots to what -or historical period and cultural traditions, etc.)

10) stereotypical plot descriptions;

11) defensive tendencies can manifest themselves in the form of somewhat monotonous plots in which there is no conflict: we can talk about dancing, gymnastic exercises, yoga classes

12) “special” themes present in the stories in large numbers (if only 8 plots are offered, as, for example, in the drawing apperception test by L.N. Sobchik, then descriptions of two paintings are enough, and sometimes one with the presence of a “special” theme ) – death, serious illness, suicidal, masochistic, sadistic intentions, etc. should not be left without the attention of the researcher.

13) handwriting, writing style, manner of presentation, language culture, vocabulary.

14) how consistently and logically the description of the plot is presented - whether in written form or an oral story.

After all the points of analysis of each story separately have been completed, and individual generalizations have been made, a general conclusion (general conclusion) is written about the results obtained during the testing process - a small conjectural characteristic of the personality, the scope of its problems, and perhaps its strongest sides.

Theoretical material for the methodology: everything about needs, frustration and aggression. G. Murray's theory.

The term "motivation" in modern psychology is indicated by at least two psychological phenomena: 1) a set of motivations that cause an individual’s activity and a system of factors that determine behavior; 2) the process of education, the formation of motives, the characteristics of the process that stimulates and maintains behavioral activity at a certain level.

Behind any human action there are always certain goals and desires, and behind a conflict there is a clash of incompatible desires, when satisfying the interests of one side threatens to infringe on the interests of the other.

By needs, many researchers mean a person’s desire for those conditions without which it is impossible to maintain his normal physical and mental condition. Need is a conscious and experienced state of need for something by a person. Conscious needs are desires. A person can be aware of their presence; to implement them, he outlines a plan of action. How stronger desire, the more energetic the desire to overcome obstacles in his path.

Obstacles to their satisfaction cause interpersonal conflicts, especially when important needs and desires collide.

For example, the following classification of needs is distinguished: 1) primary, vital (innate, biological) needs: food, water, sleep and rest, the need for self-defense, parental, intersexual needs. These natural needs have a social-personal nature, which is expressed in the fact that even to satisfy narrow personal needs (for food), the results of social labor are used and methods and techniques that have historically developed in a given social environment are applied, i.e. all needs are social in nature. way of satisfaction; 2) cultural, acquired needs are social in nature by the nature of their origin; they are formed under the influence of upbringing in society. Cultural needs include material and spiritual needs. Spiritual needs include the need for communication, the need for emotional warmth, respect, cognitive needs, the need for activity, aesthetic needs, and the need to understand the meaning of one’s life. Even without finding an answer to this question, we prove through our activities that we have certain goals to which we devote our energy, knowledge, and health. And the goals are very different: the discovery of scientific truth, service to art, raising children. But sometimes this is just a desire to make a career, get a dacha, a car, etc. Anyone who does not know what and for whom he lives is not satisfied with fate. But it is not enough to understand the reasons for the dissatisfaction of desires. It is important to realize whether the person took adequate actions to achieve his goal. Most often, disappointment befalls those who set unrealistic goals that are unattainable for objective and subjective reasons.

The motives of a person’s behavior and the goals of behavior may not coincide: the same goal can be set for oneself, guided by different motives. The goal shows what a person strives for, and the motive shows why he strives for it.

The motive has a complex internal structure. 1) with the emergence of a need, a need for something, accompanied by emotional anxiety, displeasure, a motive begins; 2) awareness of the motive in stages: first, one realizes what the cause of emotional displeasure is, what a person needs to exist at the moment, then an object is realized that meets this need and can satisfy it (a desire is formed), later it is realized how, with the help of what action is possible to achieve the desired; 3) the energy component of the motive is realized in real actions.

The motive may be unconscious if the awareness of the need does not fully correspond to the genuine need causing dissatisfaction, that is, the person does not know the true reason for his behavior. Unconscious motives include: attraction, hypnotic suggestions, attitudes, frustration states.

Z. Freud believed that there are two fundamental drives: the life instinct (Eros) and the death instinct (Thanatos), and all other needs are derived from these two drives. McDaugall lists 18 basic motivating forces in a person, G. Murray - 20 needs. Based on factor analysis, they tried to study all the actions of a person, all the goals he pursues and establish correlations between them, finding fundamental needs and motivations. In this area, the greatest systematic research was carried out by Cattell and Guilford.

List of motivational factors (according to Guilford):

A. Factors corresponding to organic needs: 1) hunger, 2) libido drive, 3) general activity.

B. Needs related to environmental conditions: 4) the need for comfort, a pleasant environment, 5) the need for order, cleanliness (pedantry), 6) the need for self-respect from others.

B. Work-related needs: 7) general ambition, 8) perseverance, 9) endurance.

G. Needs associated with the position of the individual: 10) the need for freedom, 11) independence, 12) conformity, 13) honesty.

D. Social needs: 14) the need to be around people, 15) the need to please, 16) the need for discipline, 17) aggressiveness.

E. General needs: 18) the need for risk or safety, 19) the need for entertainment, 20) - intellectual needs (for research, curiosity).

Cattell identified seven incentive structures (ergs) - motivational factors associated with five senses: 1) sexual-libido instinct; 2) herd instinct; 3) the need to patronize; 4) the need for research activity, curiosity; 5) the need for self-affirmation and recognition; 6) need for security; 7) narcissistic need for pleasure.

The same ergs can be found in many different human populations, while the “feelings” vary from one country to another, depending on social and cultural stereotypes. List of feelings: 8) feelings for the profession; 9) sports and games; 10) religious feelings; 11) technical and material interests; 12) self-awareness.

Among the identified personality factors, one can distinguish those factors that are of hereditary-congenital origin, and those factors that are predominantly determined by the influence of the living environment and upbringing. For example, “cyclothymia - schizothymia” (according to Eysenck and Cattell) are constitutionally hereditary, and this factor can manifest itself in the following superficial features:

• good nature, agreeableness - grumpiness;
• adaptability - inflexibility, rigidity;
• warmth, attention to people - coldness, indifference;
• sincerity - secrecy, anxiety;
• gullibility - suspicion;
• emotionality - restraint;

Some factors (“excitability, dominance, refinement”) have, according to Cattell, along with a hereditary component, also a component associated with developmental conditions. Structural factors owe their origin to environmental influences. For example, the factor “I-strength” depends mainly, but not entirely, on life experience person, favorable atmosphere in the family, the child’s position in it and the absence of traumatic circumstances, and the “dynamism” factor depends on past punishments and deprivations, while the “emotional instability” factor is interpreted as a consequence of a too lenient or too lenient family environment.

According to G. Murray’s definition, need is a construct denoting a force that organizes perception, apperception, intellectual activity, voluntary actions in such a way that the existing unsatisfactory situation is transformed in a certain direction. Each need is accompanied by a certain feeling and emotion and is prone to certain forms of change. It can be mild or intense, short-term or long-lasting. Usually it persists and gives a certain direction to external behavior (or fantasies), which changes circumstances so as to bring the final situation closer.

G. Merey compiled an indicative list of 20 needs that most often influence human behavior, in his opinion. In the list of needs below there are two additional items (No. 21 and 22):

	need	Brief definition (way of expression)
	In self-respect	The tendency to passively submit to external forces. Willingness to accept insult, to submit to fate, to admit one’s own “second-classness.” The tendency to admit one's mistakes and misconceptions. The desire to confess and atone for guilt. Tendency to blame oneself, to belittle oneself. Tendency to seek pain, punishment. Acceptance of illness, misfortune as inevitable and joy about their existence.
	In achieving	The desire to do something difficult. Manage, manipulate, organize—in relation to physical objects, people, or ideas. Do this as quickly, deftly, and independently as possible. Overcome obstacles and achieve high performance, improve, compete and get ahead of others. The desire to realize talents and abilities and thereby increase self-esteem.
	In affiliation	The desire to closely contact and interact with loved ones (or those who are similar to the subject himself, or with those who love him). The desire to please the object of affection, to win his affection and recognition. Tendency to remain faithful in friendships.
	In aggression	The desire to overcome opposition by force, to fight, to avenge insults. Tendency to attack, insult, kill. The desire to resist coercion, pressure, or punishment.
	In autonomy	The desire to free yourself from bonds and restrictions, to resist coercion. Tendency to avoid or stop activities prescribed by oppressive and authoritarian figures. The desire to be independent and act according to one’s impulses, not to be bound by anything, not to be responsible for anything, to disregard conventions.
	In opposition	The desire in struggle to master the situation or compensate for failures, to get rid of humiliation through repeated actions, to overcome weakness, to suppress fear. The desire to wash away the shame with action, to look for obstacles and difficulties, overcome them, respect yourself for this and be proud of yourself
		The tendency to defend against attacks, criticism, accusations, to silence or justify mistakes, failures, humiliation. Tendency to defend oneself.
	With respect	A tendency to admire superiors (based on social status or other characteristics), a desire to support him. The desire to praise, honor, extol. The tendency to readily submit to the influence of other people, to obey them, to follow customs, traditions, and to have an object to follow.
	In dominance	The desire to control the environment, influence others, and direct their actions. Tendency to subjugate different ways– by suggestion, temptation, persuasion, indication. The desire to dissuade, limit, prohibit.
	In exhibition	The desire to make an impression, to be seen and heard. The desire to excite, charm, entertain, shock, intrigue, amuse, seduce
	In avoiding damage	The tendency to avoid pain, wounds, illness, death, and dangerous situations. Desire to take preventive measures.
	To avoid shame	The desire to avoid humiliation, to escape difficulties, ridicule, and the indifference of others. Refrain from taking action to avoid failure.
		The tendency to show sympathy and help the defenseless in meeting their needs - a child or the weak, tired, inexperienced, sick, etc. The desire to help in case of danger, to feed, support, console, protect, take care of, treat, etc.
	In order	The desire to put everything in order, to achieve cleanliness, organization, balance, neatness, neatness, accuracy, etc.
		The tendency to act “for fun” - without other goals. The desire to laugh, joke, seek relaxation after stress in pleasure. Desire to participate in games, sporting events, dancing, parties, gambling, etc.
	In denial	The desire to get rid of someone who causes negative emotions. The tendency to get rid of, ignore, abandon, get rid of the inferior. Tendency to deceive someone.
	In sensory impressions (kinesthetic, auditory, visual, intellectual impressions)	Tendency to seek out and enjoy sensory impressions
	In intimacy (libido)	Tendency to create and develop relationships, thoughts about intersexual relationships, etc.
	In support	Desire to meet needs through compassionate care loved one. The desire to be the one who is looked after, supported, cared for, protected, loved, forgiven, comforted. The desire to stay close to the one who cares, to have someone close who can help.
	In understanding	Tendency to bet general issues or answer them. Interest in theory. Tendency to think, analyze, formulate statements, and generalize.
	In narcissism	The desire to put one’s own interests above all else, to be satisfied with oneself, a tendency towards subjectivity in the perception of the outside world.
	In sociality (sociophilia)	Forgetting own interests in the name of the interests of the group, altruistic orientation, nobility, concern for others

Attraction is an insufficiently clearly realized need when a person is not clear what attracts him, what his goals are, what he wants. Attraction is a stage in the formation of motives for human behavior. The unconsciousness of drives is transitory, that is, the need represented in them either fades away or is realized.

Hypnotic suggestions can remain unconscious for a long time, but they are artificial in nature, formed “from the outside,” and attitudes and frustrations arise naturally, remaining unconscious, determine a person’s behavior in many situations.

An attitude is an unconscious readiness formed in a person for a certain behavior, a readiness to react positively or negatively to certain events and facts. The attitude is manifested by habitual judgments, ideas, and actions. Once developed, it remains for a more or less long time. The rate of formation and decay of installations, their mobility is different for different people. Attitudes as an unconscious readiness to perceive the environment from a certain angle and react in a certain, pre-formed way, without a complete objective analysis specific situation, are formed both on the basis of a person’s personal past experience and under the influence of other people.

The upbringing and self-education of a person largely comes down to the gradual formation of a readiness to respond to something properly, in other words, to the formation of attitudes that are useful for a person and for society. By the age when we begin to become aware of ourselves, we find in our psyche a mass of entrenched feelings, opinions, views, attitudes that influence the assimilation new information, and on the attitude towards the environment.

Attitudes can be negative and positive, depending on whether we are ready to react negatively or positively to a particular person or phenomenon. Perception of the same phenomenon by different people may be different. It depends on their individual settings. Therefore, it is not surprising that not every phrase is understood in the same way. Negative, preconceived, fixed views (“all people are selfish, all teachers are formalists, all salespeople are dishonest people”) can stubbornly resist an objective understanding of actions real people. Thus, in a conversation, a negative attitude can be directed at: 1) the personality of the interlocutor himself (if someone else said the same thing, it would be perceived completely differently), 2) at the essence of the conversation (“I can’t believe this,” “ it’s unacceptable to talk like that”), 3) on the circumstances of the conversation (“now is not the time and this is not the place for such discussions”).

In modern psychological literature, there are several concepts of the relationship between motivation of activity (communication, behavior). One of them is the theory of causal attribution.

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Most general scheme interpretation of TAT results (test subjects' stories) includes a number of techniques:

· find a “hero” with whom the subject identifies himself;

· determine the most important characteristics of the “hero” - his feelings, desires, aspirations;

· the “pressures” of the medium are identified, i.e. forces acting on the “hero” from the outside;

· a comparative assessment of the forces emanating from the “hero” and the forces emanating from the environment is made.

The combination of these variables forms a “theme” or dynamic structure of interaction between person and environment. As a result of the survey, information is obtained about the basic aspirations, needs of the subject, the influences exerted on him, conflicts that arise when interacting with other people, ways to resolve them, etc. TAT is widely used to diagnose achievement motivation. Its variants are known for the elderly and children, for teenagers, for studying family attitudes, for national minorities.

During the existence and use of the test, many ways to interpret the TAT have been developed.

The simplest one is review technique. Often one can simply skim through the contents of stories, viewing them as significant psychological messages; in this case, you just need to emphasize everything that seems significant, characteristic or atypical. When an experienced researcher reads the stories thus processed a second time, he may, without any effort, discover a repeating pattern that appears throughout them all, or he will notice, across different stories, certain facts that fit together into a meaningful whole.

Original technique, used by Murray and his colleagues was based on a demand-press analysis of stories. Each sentence of the story is analyzed from the point of view of the needs of the main actor(hero) and external forces (presses) to which he is exposed. Elementary example: he (the hero) loves her, but she hates him (the need (for love) collides with (the pressure of) hatred).

Thus, in accordance with the needs and presses, each story is analyzed and a weighted average result is calculated for each need and press. After this, a harmonious hierarchical system of needs and types of presses can be created and a corresponding table drawn up. In parallel with this, the hierarchy of relationships between needs is being studied on the basis of concepts derived by Murray such as conflict of needs, subsidization of needs and confusion of needs.

Next interpretation test belongs to Rotter. He proposes three stages in interpreting the TAT. The first of these relates to the eleven aspects of the stories that have to be interpreted. These aspects are: autobiographical, coherent, prevailing mood, approach to issues of gender and sex; endings and their relationship to stories, recurring themes, use of atypical words, attitudes towards the world, characteristics of central characters, typical ways of solving problems, characters who can be identified with mother, father, son, etc.

The second stage proclaims five principles of interpretation: frequency of occurrence of an idea, originality (plot, language, errors in recognition), identification tendencies, stereotyping tendencies, proposal of alternative interpretations (choice between two possible options interpretations).

The third stage presents proposals for qualitative analysis personal tendencies, which is the final stage of interpretation.

Interpretation according to Rapaport is an exploration of the quality of cliché stories. A person’s deviation from clichés serves as the main guideline. Rapaport highlights:

A. Formal characteristics of story structure, which should address three aspects:

1) submission to instructions (omission of details and distortions, incorrect shift of emphasis, concentration on the picture rather than on the situation, introduction of characters and objects not represented in the pictures);

2) the internal logic of the subject’s stories (interpersonal consistency, noticeable from deviations in expressive and aggressive qualities; deviation from the generally accepted meaning of a particular picture, as well as deviations associated with the language and form of the narrative; intrapersonal consistency);

3) characteristics of verbalization.

B. Formal characteristics of the content of the story:

1) the tone of the story;

2) characters – as a result of picture recognition and taken from memory;

3) aspirations and attitudes;

4) obstacles.

Henry's interpretation, who presented the most detailed and detailed plan analysis, assumes (following Murray) the division of characteristics according to form (A) and content (B).

A. Shape characteristics are divided into six main categories, each of which in turn is divided into several subclasses:

1) the quantity and nature of imaginal production (length of the story, volume and nature of the content; liveliness, brightness of images, originality; rhythm and ease of presentation; variations in the coordination of all these factors);

2) structural qualities (the presence or absence of events preceding the situation and the outcome of the story; level of structure; coherence and logic; manner of approach to the central idea of ​​the story; adding generalizations and details; variations in the coordination of all these and other factors);

3) sharpness of ideas, observations and their integration;

4) language structure (tempo, story line, definitions, descriptive words and so on);

5) intraception - extraception;

6) the connection between the story told and the overall intended content (condensation, suppression).

B. Content characteristics:

1) basic tone (positive and negative nature of the presentation; passivity or aggressiveness of the presentation; described or implied conflict; described or implied friendly, harmonious relationships between people or actions and thoughts about unity);

2) positive content (characters included in the story, interpersonal relationships, development of events in the story);

3) negative content (what the narrator kept silent about; what he could have told according to expectations);

4) dynamic structure (content, symbols, associations).

As for the relationship between characteristics in form and content, eight areas are considered: mental approach; creativity and imagination; behavioral approach; family dynamics; internal consistency; emotional response; sexual adaptation; summary description and interpretation.

Tomkins in a systematic attempt at a coherent analysis of fantasy, he identifies four main categories:

1. Vectors, included needs or quality of aspirations “for”, “against”, “under”, “for”, “away”, “from”, “because of”.

2. Levels, such as the levels of desires and dreams.

3. Circumstances that can be caused by both external forces (presses according to Murray) and internal states such as anxiety or depression. Circumstances do not refer to the goals of aspirations, but to certain states that a person discovers within himself or in the world around him.

4. Qualities such as tension, randomness (certainty), time considerations.

The principle underlying this system of analysis is that each class can be correlated with any other class. Each vector can be an object of any other vector (a desire for an action, for example).

Wyatt's interpretation involves the use of fifteen variables in the TAT analysis: 1) the story itself, 2) perception of stimulus material, 3) deviation from typical answers, 4) contradictions in the story itself, 5) time trends, 6) level of interpretation, 7) nature of the story, 8) quality of the narrative, 9) central image, 10) other characters, 11) interpersonal relationships, 12) aspirations, avoidances, 13) press, 14) outcome, 15) theme.

Method of interpretation of TAT according to A. Bellak. The author insists on the effectiveness of TAT as a technique capable of identifying the content and dynamics of interpersonal relationships and psychodynamic patterns. Therefore, the main point of interpretation is to gain access to patterns of behavior that are repeated in stories.

The author has developed a psychoanalytically oriented interpretation system, which is produced under the name “TAT-form and Bellak analysis form.” According to the author himself, this system is quite simple and therefore can be accessible to many psychologists (provided they have appropriate theoretical training).

The following 14 categories of information processing (stories) are identified according to TAT (according to A. Bellak).

1. Leitmotif. It is an attempt to reformulate the essence of the story. (It is necessary to remember that in one TAT story more than one basic topic can be identified.) Due to the fact that beginners using the test, in most cases, when interpreting, get confused with the main topic, we can propose a breakdown of the main topic into five levels:

a) descriptive level. At this level, the topic should be an elementary transcription of the briefly outlined essence of the story, identification of general trends, presented in abbreviated form and simple words;

b) interpretation level;

c) diagnostic level;

d) symbolic level;

e) level of refinement.

2. Protagonist: The protagonist of a story is the character about whom the most is said, whose feelings, subjective ideas and views are the main topic of discussion, in general, he is the character with whom the narrator seems to identify himself. If there are ambiguities with the object of identification, then the main character should be considered the character closest to the patient in terms of gender, age and other characteristics. In some cases, a man may identify with a female “protagonist”; if this is repeated periodically, it can be regarded as an indicator of hidden homosexuality. The profession, interests, character traits, abilities and adequacy of the main character in most cases reflect the real or desired qualities of the patient.

By the adequacy of a hero, the author means his ability to solve problems in difficult external and internal conditions in socially, morally, intellectually and emotionally acceptable ways. The adequacy of the hero often corresponds to a pattern of behavior that runs through all the stories and often has a direct relationship to the strength of the patient's ego.

It should also be noted that in some stories more than one hero may appear. The patient can introduce a second character with whom he can identify, in addition to the easily recognizable main character. But this is quite rare; Usually in this way a character appears who is not depicted in the picture, and the feelings and motives attributed to him cause even greater rejection in the patient than those that relate to the main character. (In order to emotionally dissociate from the story, patients may move the action to geographically and/or temporally distant places, for example, the events may take place in another country in the Middle Ages.)

3. Attitude to superiors (parental figures) or society. Related attitudes are usually clearly manifested in stories based on TAT. They can be found in stories based on pictures in which the age difference of the characters is obvious, and also, in most cases, on a picture that shows a boy with a violin. The proposed subcategories do not need clarification, and the behavioral pattern will emerge more and more clearly from story to story.

4. Introduced characters. If the character is not depicted in the picture, and the subject introduces him into his narrative, then we can be doubly sure that this character is of great importance to him and that he represents some vital need or strong fear. We can pay attention to what role this character plays in the dynamics of the story (eg, pursuer, supporter), and along with this, note whether he appears as a man or as a woman, as a parent or as a peer, and so on.

5. Details mentioned. Precisely because only the mind of the subject, and not the stimulus picture at all, determines which objects will appear in the story, the details deserve special attention. Often one class of objects appears in stories, such as books, works of art, weapons, or money; such items must be interpreted accordingly.

6. Missing details. This category is associated with a significant failure to include objects in the story that are clearly visible in the picture. Some subjects miss the rifle in picture No. 8BM, others do not notice the pistol in picture No. 3BM or the half-naked woman in the background of picture No. 4, and so on. In this case, it is necessary to look for other signs of problems that the patient may have associated with aggression or the sphere of sexual relations and which force him to exclude these or other objects from perception.

7. Attribution of responsibility. The qualities and forces that, according to the subject, caused the failure or tragedy in his narrative, in many cases become excellent keys to understanding his idea of ​​\u200b\u200bthe relationship of the world around him to himself. The form shows the most common characteristics; the missing ones can be entered.

8. Significant conflicts. Conflicts indicate unsatisfied (blocked) needs and deviating tendencies of the subject.

9. Punishment for misconduct. The relationship between the nature of the offense and the severity of the punishment gives us an excellent opportunity to comprehend the severity of the superego (according to Freud). Thus, the hero of a story written by a psychopath can get away with all murder-related stories, concluding only that he has learned a lesson that will be useful to him in the future; a neurotic can invent stories in which the hero is accidentally or deliberately killed, or maimed, or dies from an illness, the cause of which turns out to be the slightest violation or manifestation of aggression.

10. Attitude towards the hero. The subject may express his own conflicts by having the character say certain things or do certain things during the story, and then, going beyond the narrative, harshly criticize these actions. Sometimes the subject's cynical remarks about his own stories represent a simple process of defense against true emotional involvement. Obsessive-compulsive intellectuals in most cases will show a detached attitude, offering the experimenter several different possible scenarios for the development of events, each of which he himself raises doubts. Hysterical, manic, and hypomanic patients often become dramatically involved in their emotionally charged stories.

11. Indicators of inhibition of aggression, sexual instincts and the like. Sometimes pauses are so important that it is worth noting their duration in order to get an idea of ​​​​the strength of the subject’s restraint. Changing the direction of plot development or moving to absolutely new history- this is undeniable evidence that conflict material has become too difficult to cope with. Hesitations, deletions, omission of fragments of the picture, rejection of the entire picture or its fragment, harsh criticism of the picture are also points that should be paid attention to in this regard.

12. Exodus. Gives us an idea of ​​the patient's dominant mood and adjustment, and is also an indication of the strength of his ego. It is worth paying attention to whether the hero comes to a worthy solution as a result of a realistic long-term struggle or uses magic, unrealistic methods to achieve elementary pleasure, which undoubtedly occurs at the level of fantasy fulfillment of desires and has little to do with the manifest, undisguised desire to achieve the goal . If the patient is unable to reach an acceptable conclusion, the reason for this may be particularly significant, practically insurmountable problems, which should be assessed according to the plot structure variables (see category 14).

13. Need satisfaction pattern. In practice, one story can show all the groups of conflicts that arise between various needs of varying degrees of significance. Thus, the concept of mixing and subsidizing needs developed by Murray will help understand the motivational systems of a given individual. For example, the hero wants to buy a restaurant because he wants to feed people healthier and better food and at the same time get good profit as income from its public enterprise; in this case we are talking about mixing the hero's need for care with his need for acquisition. On the other hand, the hero may want to buy a restaurant because he considers it a good source of income, which he needs in order to support his family. In this case, we must say that his need for acquisition (earning money) subsidizes the need for care; in other words, he wants to earn money in order to be able to provide for his family. Using these two concepts, we can construct a complete hierarchy of motives based on TAT data.

14. Plot. In some ways, a formal analysis of TAT stories may be useful here.

The categories of structure, eccentricity and completeness of the story can make it possible to make a completely adequate assessment of the usefulness of thought processes and the ability of the subject’s ego to control its emotional manifestations.