Documente Academic
Documente Profesional
Documente Cultură
Psihodiagnostic II
Caiet de exerciii pentru seminar
Psihopedagogie special sem. II anul univ. 2011-2012
Student _________________________________
Cuprins
Psihodiagnostic II
De citit obligatoriu
65-76 (Personalitatea)
65-76 (Personalitatea)
65-76 (Personalitatea)
128-140 (Personalitatea)
118-128 (Personalitatea)
110-117 (Personalitatea)
53-62 (Personalitatea)
165-186 (Personalitatea)
Suportul de curs:
Dafinoiu, I. (2002) Personalitatea: Metode calitative de abordare; observaia i interviul. Iai, Polirom.
Capitolele IV i V din cursul de Psihodiagnostic II pentru ID (n format PDF, pe grupul Yahoo !)
Comunicarea
1. Comunicarea (anunuri i rezultate la evaluri) se face prin intermediul grupului Yahoo! urmtor:
http://groups.yahoo.com/group/pps2013/
2. Prin intermediul grupului vor comunica cu dvs. att dr. Irina Crumpei ct i drd. Tudor-tefan Rotaru
3. Dup invitaia fcut n urma primului seminar, efa de an va deine dreptul de Moderator i va putea
invita, la rndul ei, pe colegii care nc nu s-au alturat grupului. V rog s v adresai efei de an la
adresa de e-mail ra3ma_z@yahoo.co.uk pentru invitaii ulterioare pe grup.
4. Cei care nu au primit invitaia, vor tasta adresa de mai sus n browser i vor da click pe Join Group.
Regulile de respectat
1. Prezentul caiet de exerciii se listeaz fa-verso i se leag n orice centru de multiplicare;
2. ncepnd cu seminarul 2 (28 februarie), toi studenii vor avea asupra lor prezentul caiet de exerciii.
Studenii care nu vor avea caietul la ei nu vor putea participa la exerciiile din clas, i vor fi invitai s
prseasc sala de curs.
3. Minim 9 prezene necesare pentru a intra in examen; dac aceast condiie nu este ndeplinit, studentul
va reface seminariile ntr-unul din anii urmtori i dup aceea va avea acces n examen;
4. Odat ndeplinite, numrul minim de prezene i nota de la seminar rmn valabile n toate sesiunile
urmtoare, pn la promovarea complet a examenului;
5. Li se permite studenilor s fac schimb cu ali colegi ntre cele 2 grupe la inceputul semestrului i s
rmn cu acea grup;
6. Compoziia notei:
a. 40% seminar din care:
i. nota de la portofoliu: 80%
ii. nota la verificarea prezentului caiet cu rezolvrile exerciiilor: 20%
iii. eventuale bonificaii n plus peste 100% pn la 10 (zece) n timpul seminariilor putei
primi bonusuri care se adun la nota de la seminar pentru voluntariat la jocuri de rol, etc.
b. 60% examen (itemi din materia de curs i seminar). Examenul gril este tip auto: orice
combinaie este posibil, de la niciun rspuns corect la toate rspunsurile corecte. Fiecare item va
fi punctat doar n cazul n care este identificat combinaia tuturor aseriunilor corecte / greite.
Timp de rezolvare: 30 de minute.
7. Criterii de promovabilitate:
a. minim 4,5 la testul gril;
b. minim 4,5 media ponderat dintre seminar i examen.
8. Portofoliile i caietele de exerciii se predau doar ntr-o singur zi, n sesiunea de examene. Nu se preiau
portofolii cu lucrri practice n restane sau oricnd dup data stabilit!
9. Portofoliile v vor fi returnate la o dat / or care v va fi anunat (dup publicarea notelor).
Psihodiagnostic II
IV. Separat, pe o prim folie, va fi trecut numele studentului, anul i grupa folosind modelul furnizat;
V. Probele completate de subiecii nii (ex: Rotter, Fabule, Arbore) vor fi puse n original la dosar
Punctare (total 10):
Predarea dosarelor se va face n ziua examenului sau ntr-o zi anterioar stabilit de comun acord (nu nainte
de 29 mai).
Psihodiagnostic II
Aria socio-afectiv
(reacii pozitive)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Categoria
Manifest solidaritate
ncurajeaz
Se manifest prietenos
Manifest solidaritate
Glumete
Destine atmosfera
i declar mulumirea
Manifest apreciere
i exprim acordul
Accept tacit
nelege
Aprob
Este de acord
Face sugestii
Indic o direcie respectnd libertatea celorlali
Formuleaz opinii
Analizeaz
i exprim dorinele
Orienteaz
Informeaz
Repet
Confirm
Solicit o orientare
Solicit o informaie
Solicit o repetare
Solicit o confirmare
Solicit o opinie
Solicit o evaluare
Solicit o analiz
Solicit exprimarea unui sentiment
Cere sugestii
Cere direcii
Cere mijloace de aciune posibile
Dimensiune
Frecvena (marcai cu
un X fiecare apariie
a comportamentului)
TOTAL
Integrare+
Tensiune+
Decizie+
Control
Evaluare
Comunicare
Comunicare
Evaluare
Control
10.
11.
Arat tensiune
Arat frustrare
Se retrage din discuie
Tensiune -
12.
Se arat neprietenos
Se arat agresiv
Manifest opoziie
Denigreaz pe ceilali
Se manifest pe el nsui n detrimentul celorlali
Integrare -
Decizie -
Not: marcai cu un X fiecare apariie a unui comportament care se poate ncadra ntr-una din categoriile grilei. Scriei frecvena
total nregistrat n csuele din dreapta.
Dimensiuni
1. Orientarea
bustului
2. Orientarea
capului
3. Contact fizic
4. Gestualitate
extracomunicativ
Comportamente
FRECVENA
Total
5. Gestualitate
comunicativ
Psihodiagnostic II
Uniti de
Exemple
comportament
Categorii
Violen
verbal
Jignete
alte
persoane
Heteroviolen
Violen
fizic
ip
poreclete
peiorativ
njur
cu palma
Frecvene
Ancua
mmligua
prostule!
d cu palmele n
educatoare
cu pumnul
cu piciorul
cu un obiect lovete pe
cellalt copil cu o
jucrie
Lovete
obiectele
cu pumnul
cu piciorul d cu piciorul n
cu un obiect
scaun
arunc cu un cub
n dulap
scuip
mpinge
Autoviolen
se lovete
cu capul
se lovete
cu pumnii
de perete
de banc
n cap
pe corp
se lovete cu i d cu un cub
obiecte de jucrie n cap
7. Testarea grilei, pentru a sesiza dac rmn comportamente care nu pot fi ncadrate ntr-una din
categoriile grilei sau dac unele comportamente sunt ncadrabile n dou categorii simultan.
Exemplu: Trei observatori merg ntr-o grdini i folosesc grila de observaie. Ei pot remarca dac apar
comportamente pe care nu le-au inclus i dac exist fidelitate inter-evaluator.
Tem n clas: construii cte o gril de observaie concret pentru:
Sociabilitate
Optimism
Gelozie
10
Psihodiagnostic II
corect
fals pozitiv
Eroarea lui Othello
corect
11
Uor de
minit
minit
MARE
mic
DA
NU
DA
NU
NU
DA
NU
DA
DA
NU
DA
NU
Minciuna este autorizat (ex: ntr-un joc sau de ctre un alt adult)
NU
DA
NU
DA
NU
DA
Miza este
Copilul sau adolescentul are valori comune cu inta minciunii (ex: ambii cred n
spiritul de echip, n fotbal sau n importana studiilor)
Frica de furia unui printe este fr ndoial cauza unic cea mai mare pentru minciunile copiilor. Astfel,
dac dorii ca vlstarul dumneavoastr s fie sincer, ncercai s micorai obstacolul fricii de furia
dumneavoastr. (T. Lickona)
Trucuri pentru prini i profesori:
1. Insistai asupra leciilor despre ceea ce este bine i ceea ce este ru;
2. Nu tentai! (mai ales pe adolesceni)
3. Nu fii, pentru copiii sau elevii votri un exemplu de mincinoi! Respectai-v cuvntul dat copilului!
4. Repetai-i permanent c avei ncredere n el. Un printe suspicios (poliist) va avea un copil nesincer.
5. Respectai intimitatea copilului i adolescentului!
6. ndemnai pe copil / adolescent s renune la prietenii obinuii s mint (ex: Vezi? Dac i minte
prinii aa de des, te-ar putea mini i pe tine la fel de uor. Cel mai probabil nu este un prieten de
ncredere. Tu ce prere ai?)
7. Dac este cazul, punei ntrebrile cu calm: tonul suprat sperie pe copil i crete probabilitatea
minciunii
8. ncepei cu ntrebri mrunte... o ntrebare brusc va speria pe copil
9. Fraze cheie:
a. nainte s-mi rspunzi a vrea s te gndeti bine. Cred c...
b. Folosii iertarea psihologic. Ex. Cine a spart vaza? Tu ai spart vaza? Nu trebuia s inem
vaza aceea ntr-un loc att de vulnerabil; era uor de drmat. Ai fost tu sau sora ta?
12
Psihodiagnostic II
10. Oferii-v s reducei pedeapsa dac el mrturisete n comparaie cu pedeapsa pe care o va primi dac
nu recunoate adevrul;
11. Evitai pe ct posibil presiunile i ncolirea copilului / adolescentului;
12. Folosii pedepse non-abuzive dar eficiente de tipul:
a. Nu voi mai mini scris de 100 de ori;
b. Interdicia de a folosi TV-ul sau computerul pentru o perioad;
c. Reducerea parial sau total a banilor de buzunar pentru o perioad;
d. Etc.
Indicii efectivi ai minciunii sunt foarte muli iar nelegerea lor este complex. Consultai bibliografia pentru a
nelege mai bine aceste aspecte.
Exerciiu n clas: Cine are nasturele?
Un voluntar st cu spatele la clas. Profesorul d nasturele unui student din sal. Voluntarul se ntoarce, i are voie s
adreseze oricui oricte ntrebri de tipul Tu ai nasturele? Este la tine nasturele? Nasturele este n jumtatea asta de sal?
Nasturele este la un biat?
Studenii din sal vor ncerca s induc voluntarul n eroare. Cel care are nasturele, dac este ntrebat, va ncerca s mint
ct poate de bine. La final, voluntarul are voie la trei ncercri pentru a identifica fptaul. Se discut despre indicatorii
de care s-a folosit voluntarul pentru a-i da seama de adevr sau minciun.
13
1
2
3
4
5
6
7
8
9
10
11
nchise
deschise
presupoziii constructive
coninnd mai mult de o singur idee
neclare
care invit la joc de rol
care invit la simulare
anun simplu de tranziie
formularea rezumativ tranzitiva
anun direct
atenionare
ntrebri de urmrire i aprofundare
T
C
T
C
5
6
7
8
9
10
11
T
C
T
C
T
C
T
12 C
13 T
14 C
14
Ce te aduce la mine?
Cred c am o problem psihic.
Ce te face s crezi asta?
Sunt prea timid... i nu sunt n stare s ncheg dou vorbe.. am permanent senzaia c
toi ceilali au n comun tot felul de lucruri, iar cu mine n-ar avea ce discuta...
Cnd a fost ultima dat cnd te-ai simit astfel?
Chiar ieri, colegii mei au ieit la o pauz de igar, i....
...i ce s-a ntmplat?
Pi ce se ntmpl de obicei... am stat ca toanta n birou. Ce aveau ei de discutat cu mine?
Ci colegi sunt n birou la tine?
Patru, fr mine.
Ok... nainte de a trece mai departe, vreau s m asigur c am neles bine tot ceea ce
mi-ai mprtit pn acum. i este greu s intri n vorb cu ceilali oameni i crezi c ei
nu ar avea subiecte de discuie pe care s le abordeze cu tine. Din aceast cauz, te
consideri timid. Am neles bine?
Da, chiar asta e...
S presupunem c a fi invizibil i a sta n birou la voi ntr-o zi normal de lucru, chiar
nainte de pauza de mas... Ce a vedea, i ce a auzi?
Pi ai vedea dou colege ieind din birou, ele merg mpreun ntotdeauna.. Ar ntreba:
Vrea cineva s vin cu noi la o pizza? apoi, ar iei. Iar ceiali doi colegi i-ai vedea
rmnnd n birou i mncndu-i sandvi-ul n linite. Cam aa e ntr-o zi normal...
12
13
14
15
16
17
18
19
20
21
22
23
Psihodiagnostic II
15
16
17
18
19
T
C
T
C
T
20
21
22
23
C
T
C
T
24
25
26
27
C
T
C
T
28 C
29 T
30 C
31 T
32 C
33 T
34 C
35 T
36 C
37 T
38 C
39 T
40 C
41 T
42 C
43 T
44 C
45 T
46 C
47 T
48 C
16
Mama e orice, numai nepstoare nu... Nu a putea s zice c fac doar ce spune ea, ns e
dificil s-i ies din cuvnt... i m dojenete permanent... Eu cred c are dreptate, niciodat
nu voi nceta s fiu fata ei cea mic....
Mai ai frai?
Da, dou surori mai mari...
Am vorbit despre cum se manifest dificultatea ta i mi-ai spus cte ceva despre tine i
familia ta. Acum a vrea s vorbim despre ceea ce ai de gnd s faci pe viitor, n
legtur cu problema despre care mi-ai povestit...
Pi... de aceea am venit. Sunt hotrt s m schimb, chiar dac o s-mi ia ceva timp...
Ce vei face dup atingerea acestui scop?
O s ncep s-mi fac un grup de apropiai la serviciu, s merg la zilele de natere ale
colegilor... poate chiar s organizez cte o sear de film la mine acas... Cine tie... Voi
cunoate poate i alte persoane i, astfel, mi voi lrgi cercul de cunoscui... Niciodat nam renunat la ideea de a m cstori...
Cum i-ai dori s fie viitorul tu so i cum crezi c te-ai comporta tu fa de el?
Ooo...! Prea devreme s spun... Deocamdat trebuie s ies din cochilie...
2.
3.
4.
mi ajut prietenii.
5.
Csniciile nu funcioneaz.
6.
i eu pot s te manipulez.
7.
8.
Ea m evit ntotdeauna
9.
Lectura gndurilor
Relaie cauz-efect
Presupoziie
Echivalen complex
Nominalizare
Distorsiuni
Judecat de valoare f.o.s.
Cuantificator universal
Comparaie incomplet
Substantiv nespecific
Verb nespecific
1.
Generalizri
Omisiuni
17
Lectura gndurilor
Relaie cauz-efect
Presupoziie
Echivalen complex
Nominalizare
Distorsiuni
Judecat de valoare f.o.s.
Cuantificator universal
Comparaie incomplet
Substantiv nespecific
Verb nespecific
Generalizri
Omisiuni
Psihodiagnostic II
Lectura gndurilor
Relaie cauz-efect
Presupoziie
Echivalen complex
Nominalizare
Distorsiuni
Judecat de valoare f.o.s.
Cuantificator universal
Comparaie incomplet
Substantiv nespecific
Verb nespecific
Generalizri
Omisiuni
19
SARCINA
NUMELE
PARTICIPANTULUI
NB: FOLOSII TIMPUL ASTFEL NCT TOI CEI TREI PARTICIPANI S AIB POSIBILITATEA DE A JUCA, FIECARE, TOATE
CELE TREI ROLURI!
Nr.
Crt.
Tipul ntrebrii/aseriunii
1.
2.
3.
4.
20
Psihodiagnostic II
21
Psihodiagnostic II
D. Trebuie s fie clar proba deteriorii semnificative clinic n funcionarea social, colar sau profesional
E. Simptomele nu survin exclusiv n cursul unei tulburri de dezvoltare pervasive, al schizofreniei ori al altei
tulburri psihotice i nu sunt explicate mai bine de alt tulburare mintal (de ex, de o tulburare afectiv,
anxioas, disociativ sau de personalitate)
A se codifica pe baz de tip
314.01 Tulburare hiperactivitate/deficit de atenie, tip combinat dac ambele criterii A1 si A2 sunt
satisfcute pentru ultimele 6 l uni
314.0 Tulburare hiperactivitate/deficit de atenie, tip predominant de inatentie dac criteriul A1 este
satisfcut, iar criteriul A2 nu, pentru ultimele 6 luni
314.1 Tulburare hiperactivitate/deficit de atenie, tip predominant de hiperactivitate-impulsivitate dac
criteriul A2 este satisfcut, iar criteriul A1 nu este satisfcut pentru ultimele 6 luni
Not de codificare Pentru indivizii (in special pentru adolesceni si aduli) care n mod curent au simptome care
nu mai satisfac n ntregime criteriile, trebu ie specificat n remisiune parial".
23
Exerciiu:
Identificai msura n care, pentru urmtoarele cazuri, se poate suspecta un diagnostic psihopatologic din cele discutate:
Caz
Ionel are 3 ani. Dei face la oli de cele mai multe ori, de mcar patru ori
pe sptmn face pipi n pantaloni. Prinii sunt ngrijorai i l ntreab
pe medicul de familie.
Viorica are 10 ani. Se plnge doamnei nvtoare c, de multe ori, n
pauze, nu poate respira. Este foarte speriat. Ea crede c are ceva la
inim i c mama tie de asta. Spune c n acele momente moare. ntr-o
situaie, ea i-a pierdut echilibrul i a trebuit s se in de o banc.
Respira greu i spunea c parc are furnici pe mini.
Prinii l laud pe Cezar (7 ani) c este un biat cuminte. Acas, el i
face temele i, cnd are voie, se uit n linite la televizor unde este
absorbit de desenele animate. Totui, la coal, nvtoare se plnge c
Cezar nu st locului aproape niciodat. Se foiete permanent n banc, se
joac cu creioanele, nu este atent la ntrebrile nvtoarei. n pauze,
alearg n curtea colii unde se manifest zgomotos n jocuri de-a prinsa
cu ali copii. nvtoarea l-a trimis la psihologul colii iar prinii sunt
ngrijorai. Ei povestesc c, la grdini, pn anul trecut, a fost tot timpul
un biat cuminte i foarte linitit.
Drago are 8 ani. De cel puin trei ori pe sptmn, cnd se trezete
dimineaa, constat c are patul ud. i este foarte ruine. Mama schimb
repede aternuturile, tatl se face c nu observ iar bunica l ceart.
Fratele lui mai mic nu are aceast problem . Drago nva bine la
coal, dei nvtoarea spune c e cam timid. De asemenea, Drago
vorbete cu dificultate, mai ales cnd trebuie s rspund la or. Repet
mai ales silabele cu c.
Matei, 12 ani, este ghiduul clasei. Profesorii l consider obositor.
Vorbete nentrebat la ore, se ridic din banc i mut, n glum, obiectele
de pe bncile colegilor. Dei unii colegi rd, aproape nimeni nu se joac
cu el n pauze pentru c el nu respect nicio regul a jocului sau uit
despre ce e vorba imediat dup ce s-a nceput. ntrebai de diriginte,
prinii au zmbit i au spus c a fost totdeauna neastmprat, c seamn
cu tatl lui i c nu-i nimic ru n asta. Notele lui Matei au nceput s fie
proaste nc din clasa a 5-a. Bunica lui a refuzat s-l mai ia verile la ar,
pentru c face tot felul de stricciuni.
Adela, 8 ani, transpir foarte mult n timpul orei. Se face roie i se terge
permanent pe frunte cu un erveel, aa cum a nvat-o mama ei. Dei i se
ntmpl asta, ea rspunde cuminte la ore, respir normal i este vesel.
24
Diagnostic
25
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Psihodiagnostic II
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Psihodiagnostic II
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Psihodiagnostic II
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Psihodiagnostic II
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34
Psihodiagnostic II
35
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Psihodiagnostic II
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Psihodiagnostic II
39
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40
Psihodiagnostic II
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42
Psihodiagnostic II
43
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Pentru seminarul II pe CAT, vei gsi un copil (poate fi un copil cu care lucrai la practica de specialitate, dar nu numai) i vei aplica planele CAT. Vei nregistra n
scris rspunsurile copilului. Vom discuta n clas pe baza exemplelor aduse de dvs.
44
3. A fost odat o oaie care avea un mieluel i amndoi erau la pscut. Mieluelul se juca toat ziua lng
mama lui i n fiecare sear primea de la ea lapte bun i cald de but, care-i plcea foarte mult. ntr-o zi
oaia a adus i un alt mieluel, mult mai mic dect primul. Oaia nu avea lapte destul pentru amndoi
mielueii i atunci a spus mieluelului mai mare: nu am lapte pentru voi doi, tu poi s mnnci iarb
verde. Ce a fcut mieluelul?
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4. nmormntarea vine pe strad i oamenii ntreab cine a murit. Lumea rspunde: cineva din familia care
sttea n casa de jos. Cine poate fi?
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46
Psihodiagnostic II
5. Un copil mic spune foarte ncet: Oh, ce fric mi este ! De ce oare i este aa de fric?
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6. Un copil are un elefant de crp, pe care-l iubete. Elefantul este foarte drgu i are o tromp mare. ntro zi, cnd copilul se ntoarce de la plimbare i merge n camer, gsete c elefantul s-a schimbat. Ce s-a
schimbat la elefant?
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47
7. Un copil a fcut din plastilin o figurin (un turn) i este foarte mndru de acesta. Ce va face cu figurina?
Mama-l roag sa i-o fac ei cadou. Dar copilul poate face ce vrea cu ea. i va da oare mamei acea
figurin?
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8. Un bieel (o feti) a fcut o plimbare foarte frumoas n pdure cu mama sa (cu tatl su). Au fost
foarte veseli. Cnd s-au ntors acas biatului (fetiei) i se pare c tata (mama) are o alt expresie dect
de obicei. De ce?
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48
Psihodiagnostic II
9. Un copil vine de la coal (de la plimbare) i mama i spune: nainte de a-i face leciile trebuie s-i spun
ceva. Ce o s-i spun mama?
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10. Un copil se trezete devreme dimineaa. nc este foarte adormit i spune: Vai ce vis urt am avut! Ce
o fi visat?
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49
Psihodiagnostic II
Psihodiagnostic II
53
54
55
Deseneaz o persoan de sex opus primei persoane desenate! (cu creion HB pe coal special de desen)
56
Detaliu
Variaii
poziia sau
atitudinea
persoanei
desenate
diferena ntre
desenul
masculin i cel
feminin
persoana n micare
picioare deprtate i mini ridicate
postura nclinat
persoana desenat din profil sau din spate
desenarea persoanei de acelai sex cu lux de amnunte i persoana de
sex opus n mod superficial
dinamism
asertivitate, dorina de afirmare social
dezechilibru sau fragilitate
dorina de evaziune sau disimulare
tendine narcisiste
lips de interes pentru sexul opus
ostilitate fa de sexul opus
Criterii generale
caracteristici
legate de rolul
de gen
accentuarea,
haurarea
excesiv,
ngroarea,
multiplicarea
unor elemente
schematizare
elemente
deosebite
Semnificaie
subiectul acord o importan deosebit elementului SAU dorete s ascund, s camufleze aspecte iritante ale imaginii de sine
accentuarea detaliilor sexuale (sni, coapse, olduri, buze, pr)
dorine erotice intense
dorina de exhibiionism sexual
haurarea excesiv a rochiei
pudoare, inhibiie
omisiuni
conflicte n zonele omise
lips de implicare n sarcin
evaziune, faad
figura schematic, caricatural
evaziune, evitare n a realiza sarcina
elemente de bizarerie (transparene neplauzibile se vd organele
conflicte puternice SAU
interne, bestializarea figurii coli, ghare, blan, siluete alctuite din atitudine ludic, batjocoritoare SAU
buci, neunitare)
lipsa simului realitii
Eu deteriorat
transparene neplauzibile se vd organele interne
elemente atipice, distinctive, individuale
57
Variaii
Detaliu
Analiza formal
liniile zimate
Analiza coninutului
agresivitate
agresivitate
contururi prin
linii ascuite
linii ntrerupte
linii abia
schiate, moi
anxietate, nesiguran
lips de energie
desenul n partea superioar a paginii
spaiul grafic
desen mic
conturarea feei, fr detaliere
capul disproporionat de mare
capul
capul disproporionat de mic
gura deschis, concav
gura
ochii
prul
58
Semnificaie
dinii
gura cu rictus sau strmb
igara sau pipa
ochii mici
ochii mari cu gene mari
ochii goi
abundent, haurat, nnegritm dezordonat
coafur elaborat, ngrijit
Psihodiagnostic II
Seg.
analizei
Variaii
Detaliu
urechile
nasul
brbia
pilozitatea feei
lips
accentuate
mare
turtit
(femei) nasul mic
coluroas, ptrat
guler, cravat, colier
gtul
trunchiul
umerii
braele
minile
degetele
snii
burta
talia
picioarele
accesoriile
lung
masiv
fragil
desenul muchilor
mari, musculoi, eventuali epolei
ptrai
mici, fragili
subiri, slabe
absente
la spate, ascunse
haurate, nnegrite
larg deschise
omise sau haurate
ascuite sau ca nite gheare
ca petalele sau ciorchinele
pumnii strni
evideniai
(femei) voluminoas
Cordon, centur, cureA
picoare lungi i groase
fragile sau montate stngaci
pe vrfuri
apca sau plria
Semnificaie
59
Variaii
Detaliu
Cravata
nasturii
mnuile
Accentuai
reprimarea sau ascunderea agresivitii
Semnificaie
(pp. 44 51) II. 5.3. Tipuri de probleme etice n cercetarea psihologic i n activitatea de evaluare a personalitii (din Subcap.II.5. Probleme
etice generate de studiul i evaluarea personalitii din cap. II. STUDIUL I EVALUAREA PERSONALITII PROBLEME GENERALE)
(pp. 53 62) Cap. III - ABORDAREA CLINIC N PSIHOLOGIE (integral)
(pp. 63 79 i 94 97) Cap. IV - OBSERVAIA (fr subcapitolele IV.3. Metodele observaiei i IV. 4. Scurte consideraii psihometrice)
(pp. 99 144 i 160 163) Cap. V - INTERVIUL PSIHOLOGIC CADRU GENERAL (fr subcapitolul 10)
(pp. 167 170) Subcap. VI.1 Introducere (din cap. VI, INTERVIUL CLINIC)
(pp. 180 186) Subcap. VI.3 Interviul clinic de evaluare (din cap. VI, INTERVIUL CLINIC)
60