Scales: extrapunitive, intropunitive, inpunitive reactions; fixation on self-defense, fixation on an obstacle, fixation on need satisfaction
Purpose of the test
The technique is intended to study reactions to failure and ways to get out of situations that impede activity or meet the needs of the individual.
Test instructions
“I will show you drawings of people in a certain situation.
The man on the left is saying something and his words are written on top in a square. Imagine what another person might answer. Be serious and don't try to get off with a joke. Think about the situation and respond quickly.”
Test
Processing and interpretation of test results
Each of the responses received is assessed, in accordance with Rosenzweig's theory, according to two criteria: by the direction of the reaction (aggression) and by the type of reaction.
According to the direction of the reaction they are divided into:
. Extrapunitive: the reaction is directed at the living or non-living environment, the external cause of frustration is condemned, the degree of the frustrating situation is emphasized, and sometimes a solution to the situation is required from another person.
. Intropunitive: the reaction is directed at oneself, with the acceptance of guilt or responsibility for correcting the situation that has arisen; the frustrating situation is not subject to condemnation. The subject accepts the frustrating situation as favorable for himself.
. Impunitive: a frustrating situation is seen as something insignificant or inevitable, surmountable “with time, there is no blame on others or oneself.
According to the type of reaction they are divided into:
. Obstructive-dominant. Type of reaction “with fixation on an obstacle.” Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.
. Self-protective. The type of reaction “with a fixation on self-defense.” Activity in the form of blaming someone, denying or admitting one’s own guilt, evading reproach, aimed at protecting one’s “I”, responsibility for frustration cannot be attributed to anyone.
. Necessarily-persistent. The type of reaction “with a fixation on need satisfaction.” 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 confidence that time and the course of events will lead to its resolution.
Letters are used to indicate the direction of the reaction:
E - extrapunitive reactions,
. I - intropunitive reactions,
. M - impunitive.
Reaction types are indicated by the following symbols:
OD - “with fixation on an obstacle”,
. ED - “with a fixation on self-defense”,
. NP - “with a fixation on satisfying a need.”
Combinations of these six categories yield nine possible factors and two additional options.
First, the researcher determines the direction of the reaction contained in the subject's response (E, I or M), and then identifies the type of reaction: ED, OD or NP.
Description of the semantic content of the factors used in assessing answers (adult version)
| O.D. | ED | N.P. |
|
HER'. If the answer emphasizes the presence of an obstacle. Example: “It’s raining heavily outside. My cloak was very useful” (Fig. 9). “And I expected that she and I would go together” (8). Occurs mainly in situations with an obstacle. |
E. Hostility and censure are directed against someone or something in the environment. Example: “it’s the height of the working day, and your manager is not there” (9). “The mechanism is worn out, they can’t be made new” (5). “We’re leaving, it’s her own fault” (14). E. The subject actively denies his guilt for the offense committed. Example: “The hospital is full of people, what do I have to do with it?” (21). |
f. It is required, expected, or explicitly implied that someone must resolve the situation. Example: “Anyway, you must find this book for me” (18). “She could explain to us what the matter is” (20). |
|
I I'. A frustrating situation is interpreted as favorable-profitable-useful, as bringing satisfaction. Example: “It will be even easier for me alone” (15). “But now I will have time to finish reading the book” (24). |
I. Blame, condemnation is directed at oneself, the feeling of guilt, one’s own inferiority, and remorse dominates. Example: “I came at the wrong time again” (13). I. The subject, admitting his guilt, denies responsibility, calling on mitigating circumstances to help. Example: “But today is a day off, there are no children here, and I’m in a hurry” (19). |
i. The subject himself undertakes to resolve the frustrating situation, openly admitting or hinting at his guilt. Example: “Somehow I’ll get out of it myself” (15). “I will do everything possible to atone for my guilt” (12). |
|
MM'. The difficulties of a frustrating situation are not noticed or are reduced to its complete denial. Example: “I was late, so late” (4). |
M. The responsibility of a person who finds himself in a frustrating situation is reduced to a minimum, and condemnation is avoided. Example: “We couldn’t know that the car would break down” (4). |
m. The hope is expressed that time, the normal course of events, will resolve the problem, you just need to wait a little, or that mutual understanding and mutual compliance will eliminate the frustrating situation. Example: “Let’s wait another 5 minutes” (14). “It would be nice if it didn’t happen again.” (eleven). |
Description of the semantic content of the factors used in assessing answers (children's version)
| O.D. |
ED |
N.P. |
|
HER'. - “What will I eat?” (1); -“If I had a brother, he would fix it” (3); - “And I like her so much” (5); - “I also need to play with someone” (6). |
E. - “I’m sleeping, but you’re not sleeping, right?” (10); -“I’m not friends with you” (8); - “And you kicked my dog out of the entrance” (7); E. - “No, not many mistakes” (4); -“I can play too” (6); - “No, I didn’t pick your flowers” (7). |
e. - “You must give me the ball” (16); - “Guys, where are you going!” Save me!”(13); -“Then ask someone else” (3). |
|
I I'. - “I am very pleased to sleep” (10); - “It was I who fell into the hands. I wanted you to catch me” (13); - “No, it doesn’t hurt me. I just slid off the railing” (15); - “But now it has become tastier” (23). |
I. - “Take it, I won’t take it again without permission” (2); -“I’m sorry I stopped you from playing” (6); -“I did something bad” (9); I. - “I didn’t want to break it” (9); - “I wanted to look, but she fell” (9) |
i. -“Then I’ll take it to the workshop” (3); -“I’ll buy this doll myself” (5); - “I’ll give you mine” (9); -“I won’t do this next time” (10). |
|
MM'. -"So what. Well, swing” (21); - “I won’t come to you myself” (18); - “It won’t be interesting there anyway” (18); - “It’s already night. I should be asleep already” (10). |
M. - “Well, if you don’t have money, you don’t have to buy it” (5); -“I’m really small” (6); - “Okay, you won” (8). |
m. - “I’ll sleep, and then I’ll go for a walk” (10); - “I’ll go and sleep myself” (11); - “It will dry now. It will dry out” (19); - “When you leave, I will sway too” (21). |
Thus, the response of the subject in situation No. 14, “Let’s wait another five minutes,” is impunitive in the direction of the reaction (m), and “with a fixation on satisfying the need” (NP) in the type of reaction.
The combination of one or another two options is assigned its own letter value.
If the idea of an obstacle is dominant in an extrapunitive, intropunitive or impunitive response, the “prime” symbol (E’, I’, M’) is added.
. The type of reaction “with fixation on self-defense” is indicated by capital letters without an icon (E, I, M).
. The type of reaction “with fixation on need satisfaction” is indicated by lowercase letters (e, i, m).
. Extra- and intropunitive reactions of the self-defensive type in situations of accusation have two additional evaluation options, which are designated by the symbols E and I.
The appearance of additional options for counting E and I is due to the division of the test situation into two types. In situations of “obstacle,” the subject’s reaction is usually directed at the frustrating person, and in situations of “accusation,” it is more often an expression of protest, defense of one’s innocence, rejection of accusation or reproach, in short, persistent self-justification.
Let us illustrate all these notations using the example of situation No. 1. In this situation, the character on the left (the driver) says: “I’m very sorry that we splashed your suit, although we tried very hard to avoid the puddle.”
Possible answers to these words with their evaluation using the symbols described above:
. E'- “How unpleasant it is.”
. I'- “I didn’t get dirty at all.” (The subject emphasizes how unpleasant it is to involve another person in a frustrating situation.)
. M'- “Nothing happened, he was a little splashed with water.”
. E- “You are clumsy. You're a klutz."
. I- “Well, of course, I should have stayed on the sidewalk.”
. M- "Nothing special".
. e- "You'll have to clean it up."
. i- “I’ll clean it.”
. m- “Nothing, it will dry out.”
Since answers are often in the form of two phrases or sentences, each of which may have a slightly different function, if necessary they can be designated by two corresponding symbols. For example, if the subject says: “I’m sorry to have caused all this trouble, but I’ll be glad to make things right,” then this designation would be: Ii. In most cases, one counting factor is sufficient to estimate the answer.
Most answers are scored based on one factor. A special case is represented by interpenetrating or interrelated combinations used for answers.
The basis for counting is always the explicit meaning of the subject's words, and since answers are often in the form of two phrases or sentences, each of which may have a different function, it is possible to assign one counting value to one group of words, and another to another.
The obtained data in the form of letter expressions (E, I, M, E’, M’, I’, e, i, m) are entered into a table.
Next, the GCR is calculated - the group conformity coefficient, or, in other words, a measure of the subject’s individual adaptation to his social environment. It is determined by comparing the subject's responses with standard values obtained by statistical calculation. There are 14 situations in total that are used for comparison. Their values are presented in the table. In the children's version the number of situations is different.
General GCR table for adults
Situation number OD ED NP
1 M'E
2 I
3
4
5 i
6 e
7 E
8
9
10 E
11
12 E m
13th
14
15 E'
16 E i
17
18 E'e
19 I
20
21
22 M'
23
24 M'
General GCR table for children
Situation number Age groups
6-7 years 8-9 years 10-11 years 12-13 years
1
2 E E/m m M
3 E E; M
4
5
6
7 I I I I
8 I I/i I/i
9
10 M’/E M
11 I/m
12 E E E E
13 E E I
14 M' M' M' M'
15 I' E'; MM'
16 E M'/E M'
17 M m e; m
18
19 E E; I E; I
20 i
21
22 I I I I
23
24 m m m M
10 situations 12 situations 12 situations 15 situations
If the subject’s answer is identical to the standard one, a “+” sign is given.
. When two types of answers to a situation are given as a standard answer, it is enough that at least one of the test subject’s answers coincides with the standard one. In this case, the answer is also marked with a “+” sign.
. If a subject's response produces a double score and one of them is standard, it is scored 0.5 points.
. If the answer does not correspond to the standard one, it is indicated with a “-” sign.
The scores are summed up, counting each plus as one and each minus as zero. Then, based on 14 situations (which are taken as 100%), the percentage value of the subject's GCR is calculated.
GCR percentage conversion table for adults
14 100 9,5 68 5 35,7
13,5 96,5 9 64,3 4,5 32,2
13 93 8,5 60,4 4 28,6
12,5 90 8 57,4 3,5 25
12 85 7,5 53,5 3 21,5
11,5 82 7 50 2,5 17,9
11 78,5 6,5 46,5 2 14,4
10,5 75 6 42,8 1,5 10,7
10 71,5 5,5 39,3 1 7,2
Table for conversion to GCR percentages for children 8-12 years old
GCR Percent GCR Percent GCR Percent
12 100 7,5 62,4 2,5 20,8
11,5 95,7 7 58,3 2 16,6
11 91,6 6,5 54,1 1,5 12,4
10,5 87,4 6 50 1 8,3
10 83,3 5,5 45,8
9,5 79,1 5 41,6
9 75 4,5 37,4
8,5 70,8 4 33,3
8 66,6 3,5 29,1
Table for conversion to GCR percentages for children 12-13 years old
GCR Percent GCR Percent GCR Percent
15 100 10 66,6 5 33,3
14,5 96,5 9,5 63,2 4,5 30
14 93,2 9 60 4 26,6
13,5 90 8,5 56,6 3,5 23,3
13 86,5 8 53,2 3 20
12,5 83,2 7,5 50 2,5 16,6
12 80 7 46,6 2 13,3
11,5 76,5 6,5 43,3 1,5 10
11 73,3 6 40 1 6,6
10,5 70 5,5 36
The quantitative value of GCR can be considered as a measure of a subject's individual adaptation to his social environment.
The next step is filling out the profile table. It is carried out on the basis of the test subject’s answer sheet. The number of times each of the 6 factors occurs is counted, and each occurrence of the factor is assigned one point. If the subject’s answer is assessed using several counting factors, then each factor is given equal importance. So, if the answer was rated “Ee”, then the value of “E” will be equal to 0.5 and “e”, respectively, will also be 0.5 points. The resulting numbers are entered into the table. When the table is completed, the numbers are summed into columns and rows, and then the percentage of each resulting amount is calculated.
Profile table
OD ED NP sum %
E
I
M
sum
%
Table for converting profile scores into percentages
Score Percentage Score Percentage Score Percentage
0,5 2,1 8,5 35,4 16,5 68,7
1,0 4,2 9,0 37,5 17,0 70,8
1,5 6,2 9,5 39,6 17,5 72,9
2,0 8,3 10,0 41,6 18,0 75,0
2,5 10,4 10,5 43,7 18,5 77,1
3,0 12,5 11,0 45,8 19,0 79,1
3,5 14,5 11,5 47,9 19,5 81,2
4,0 16,6 12,0 50,0 20,0 83,3
4,5 18,7 12,5 52,1 20,5 85,4
5,0 20,8 13,0 54,1 21,0 87,5
5,5 22,9 13,5 56,2 21,5 89,6
6,0 25,0 14,0 58,3 22,0 91,6
6,5 27,0 14,5 60,4 22.5 93,7
7,0 29,1 15,0 62,5 23,0 95,8
7,5 31,2 15,5 64,5 23,5 97,9
8,0 33,3 16,0 66,6 24,0 100,0
The percentage ratio E, I, M, OD, ED, NP thus obtained represents the characteristics of the subject’s frustration reactions expressed in quantitative form.
Based on the numerical data profile, three main and one additional samples are compiled.
The first pattern expresses the relative frequency of different directions of response, regardless of its type. Extrapunitive, intropunitive, and impunitive responses are arranged in order of decreasing frequency. For example, frequencies E - 14, I - 6, M - 4, are written E > I > M.
. The second pattern expresses the relative frequency of response types regardless of their direction. Sign characters are written in the same way as in the previous case. For example, we received OD - 10, ED - 6, NP - 8. We write: OD > NP > ED.
. The third pattern expresses the relative frequency of the three most frequently occurring factors, regardless of the type and direction of the response. They are written, for example, E > E’ > M.
. The fourth additional pattern involves a comparison of E and I responses in “obstacle” and “blame” situations. The sum of E and I is calculated as a percentage, also based on 24, but since only 8 (or 1/3) test situations allow the calculation of E and I, the maximum percentage of such answers will be 33%. For interpretation purposes, the resulting percentages may be compared to this maximum number.
Trend analysis
Trend analysis is carried out on the basis of the subject's answer sheet and aims to determine whether there was a change in the direction of the reaction or the type of reaction of the subject during the experiment. During the experiment, the subject can noticeably change his behavior, moving from one type or direction of reactions to another. The presence of such changes indicates the attitude of the subject to his own answers (reactions). For example, the subject’s reactions of an extrapunitive nature (with aggression towards the environment), under the influence of an awakened feeling of guilt, can be replaced by responses containing aggression towards oneself.
Analysis involves identifying the existence of such trends and finding out their reasons, which can be different and depend on the character of the subject.
Trends are written in the form of an arrow, above which is indicated the numerical assessment of the trend, determined by the “+” sign (positive trend) or the “-” sign (negative trend), and calculated by the formula:
(a-b) / (a+b), Where
. “a” - quantitative assessment of the manifestation of the factor in the first half of the protocol (situations 1-12),
. “b” - quantitative assessment in the second half (from 13 to 24).
A tendency can be considered as an indicator if it is contained in at least four responses of the subject, and has a minimum score of ±0.33.
Five types of trends are analyzed:
Type 1. The direction of the reaction in the OD column is considered. For example, factor E' appears six times: three times in the first half of the protocol with a score of 2.5 and three times in the second half with a score of 2 points. The ratio is +0.11. Factor I' appears only once in total, factor M' appears three times. There is no type 1 tendency.
. Type 2. Factors E, I, M are considered similarly.
. Type 3. Factors e, i, m are considered similarly.
. Type 4. Directions of reactions are considered without taking into account graphs.
. Type 5. Cross-sectional tendency - consider the distribution of factors in three columns without taking into account the direction, for example, examination of the OD column indicates the presence of 4 factors in the first half (score designated 3) and 6 in the second half (score 4). The graphs ED and NP are treated similarly. In order to identify the reasons for a particular trend, it is recommended to conduct a conversation with the subject, during which, with the help of additional questions, the experimenter can obtain the necessary information of interest.
Interpretation of test results
First stage interpretation is to study GCR, the level of social adaptation of the subject. Analyzing the data obtained, it can be assumed that a subject with a low percentage of GCR often conflicts with others because he is not sufficiently adapted to his social environment.
Data regarding the degree of social adaptation of the subject can be obtained using a repeated study, which consists of the following: the subject is repeatedly presented with drawings, with a request to give in each task the answer that in his opinion would need to be given in this case, i.e. . “correct”, “standard” answer. The “discrepancy index” of the subject’s answers in the first and second cases provides additional information about the indicator of the “degree of social adaptation.”
On second stage, the resulting scores for the six factors in the profile table are examined. The stable characteristics of the subject's frustration reactions and stereotypes of emotional response are identified, which are formed in the process of development, education and formation of a person and constitute one of the characteristics of his individuality. The subject’s reactions can be directed at his environment, expressed in the form of various demands on it, or at himself as the culprit of what is happening, or the person can take a kind of conciliatory position. So, for example, if in a study we receive from a subject a rating of M - normal, E - very high and I - very low, then on the basis of this we can say that the subject in a frustrating situation will respond with increased frequency in an extrapunitive manner and very rarely in intropunitive. That is, we can say that he makes increased demands on others, and this can serve as a sign of inadequate self-esteem.
Assessments regarding types of reactions have different meanings.
Grade O.D.(type of reaction “with fixation on an obstacle”) shows to what extent the obstacle frustrates the subject. Thus, if we received an increased assessment of OD, then this indicates that in frustrating situations the idea of an obstacle prevails in the subject more than normally.
. Grade ED(type of reaction “with fixation on self-defense”) means the strength or weakness of the “I” of the individual. Increasing ED means a weak, vulnerable personality. The subject's reactions are focused on protecting his “I”.
. Grade N.P.- a sign of an adequate response, an indicator of the degree to which the subject can resolve frustrating situations.
Third stage interpretations - study of trends. Studying tendencies can be of great importance in understanding the subject's attitude towards his own reactions.
In general, we can add that based on the examination protocol, conclusions can be drawn regarding certain aspects of the subject’s adaptation to his social environment. The technique in no way provides material for making conclusions about the structure of personality. It is only possible to predict with a greater degree of probability the emotional reactions of the subject to various difficulties or obstacles that stand in the way of satisfying a need and achieving a goal.
Sources
Rosenzweig test. Method of drawing frustration (modification by N.V. Tarabrina) / Diagnostics of emotional and moral development. Ed. and comp. Dermanova I.B. – St. Petersburg, 2002. P.150-172.The technique is intended to study reactions to failure and ways to get out of situations that impede activity or meet the needs of the individual. Frustration- a state of tension, frustration, anxiety caused by dissatisfaction of needs, objectively insurmountable (or subjectively understood) difficulties, obstacles on the way to an important goal. Using the technique, you can study such reactions to a strong stimulus as aggression, displacement, identification, projection, fantasy, regression, apathy, suppression, compensation, fixation, rationalization.
The technique belongs to the class of projective tests. It contains 16 situations in which an obstacle is created (stopped, discouraged, offended, confused) and 8 situations in which the subject is accused of something. 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.
In total, the technique consists of 24 schematic contour drawings, which depict two or more people engaged in an unfinished conversation. These 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 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 this or that situation, and, although such errors in themselves are significant for a qualitative interpretation, after the necessary clarification he must still do so. a new response will be received. The original answer should be crossed out, but not erased. The survey should be conducted as carefully as possible, so that the questions do not contain additional information.
Instructions for adults : “You will now be shown 24 drawings (application in a separate folder). Each of them depicts two people talking. 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, labeling it with the corresponding number.
Try to work as quickly as possible. Take the task seriously and don't get off with a joke. Don't try to use hints either."
Instructions for children: “I will show you drawings (application in separate folders) that depict people in a certain situation.
The man on the left is saying something and his words are written on top in a square. Imagine what another person might answer. Be serious and don't try to get off with a joke. Think about the situation and respond quickly.”
This version of the stimulus material of the Rosenzweig test, containing 15 pictures, was developed and tested by V.V. Dobrov.
Instructions
“The picture shows two characters. Imagine that the words spoken by a parent, teacher or peer are addressed to you. What would you answer him in this situation? And then, the form of the answer may be one, but you may experience different feelings that do not coincide with the form of the answer. Therefore, write your possible answer, and in brackets what you felt.”
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
Processing test results
Each of the answers received is evaluated in accordance with the theory, Rosenzweig, according to two criteria: according to the direction of the reaction(aggression) and by type of reaction.
According to the direction of the reaction they are divided into:
- Extrapunitive: the reaction is directed at the living or non-living environment, the external cause of frustration is condemned, the degree of the frustrating situation is emphasized, and sometimes a solution to the situation is required from another person.
- Intropunitive: the reaction is directed at oneself, with the acceptance of guilt or responsibility for correcting the situation that has arisen; the frustrating situation is not subject to condemnation. The subject accepts the frustrating situation as favorable for himself.
- Impunitive: a frustrating situation is seen as something insignificant or inevitable, surmountable “with time, there is no blame on others or oneself.
According to the type of reaction they are divided into:
- Obstructive-dominant. Type of reaction “with fixation on an obstacle.” Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.
- Self-protective. The type of reaction “with a fixation on self-defense.” Activity in the form of blaming someone, denying or admitting one’s own guilt, evading reproach, aimed at protecting one’s “I”, responsibility for frustration cannot be attributed to anyone.
- Necessarily-persistent. The type of reaction “with a fixation on need satisfaction.” 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 confidence that time and the course of events will lead to its resolution.
Letters are used to indicate the direction of the reaction:
- E – extrapunitive reactions,
- I – intropunitive reactions,
- M – impunitive.
Reaction types are indicated by the following symbols:
- OD – “with fixation on an obstacle”,
- ED – “with a fixation on self-defense”,
- NP – “with a fixation on satisfying a need.”
Combinations of these six categories yield nine possible factors and two additional options.
First, the researcher determines the direction of the reaction contained in the subject's response (E, I or M), and then identifies the type of reaction: ED, OD or NP.
Description of the semantic content of the factors used in assessing answers (adult version)
| O.D. | ED | N.P. | |
|---|---|---|---|
| E | E'. If the answer emphasizes the presence of an obstacle. Example: “It’s raining heavily outside. My cloak was very useful" (Fig. 9 ). “And I expected that she and I would go together” ( 8 ). Occurs mainly in situations with an obstacle. |
E. Hostility and censure are directed against someone or something in the environment. Example: “it’s the height of the working day, and your manager is not there” ( 9 ). “The mechanism is worn out, they can’t be made new” ( 5 ). “We’re leaving, it’s her own fault” ( 14 ). E. The subject actively denies his guilt for the offense committed. Example: “The hospital is full of people, what do I have to do with it?” ( 21 ). |
e. It is required, expected, or explicitly implied that someone must resolve the situation. Example: “Anyway, you must find this book for me” ( 18 ). "She could tell us what's going on" ( 20 ). |
| I | I'. A frustrating situation is interpreted as favorable-profitable-useful, as bringing satisfaction. Example: “It will be even easier for me alone” ( 15 ). “But now I will have time to finish reading the book” ( 24 ). |
I. Blame and condemnation are directed at oneself, dominated by feelings of guilt, inferiority, and remorse. Example: “I came at the wrong time again” ( 13 ). I. The subject, admitting his guilt, denies responsibility, calling on mitigating circumstances to help. Example: “But today is a day off, there are not a single child here, and I’m in a hurry” ( 19 ). |
i. The subject himself undertakes to resolve the frustrating situation, openly admitting or hinting at his guilt. Example: “Somehow I’ll get out of it myself” ( 15 ). "I will do my best to atone for my guilt" ( 12 ). |
| M | M'. The difficulties of a frustrating situation are not noticed or are reduced to its complete denial. Example: “Late, so late” ( 4 ). |
M. The responsibility of the person who finds himself in a frustrating situation is reduced to a minimum, and condemnation is avoided. Example: “We couldn’t know that the car would break down” ( 4 ). |
m. The hope is expressed that time, the normal course of events, will resolve the problem, you just need to wait a little, or that mutual understanding and mutual compliance will eliminate the frustrating situation. Example: “Let’s wait another 5 minutes” ( 14 ). “It would be nice if it didn’t happen again.” ( 11 ). |
Description of the semantic content of the factors used in assessing answers (children's version)
| O.D. | ED | N.P. | |
|---|---|---|---|
| E | E'. - “What will I eat?” ( 1
); - “If I had a brother, he would fix it” ( 3 ); - “And I like her so much” ( 5 ); - “I also need to play with someone” ( 6 ). |
E. - “I’m sleeping, but you’re not sleeping, right?” ( 10
); - “I’m not friends with you” ( 8 ); - “And you kicked my dog out of the entrance” ( 7 ); E. - “No, not many mistakes” ( 4 ); - “I can play too” ( 6 ); - “No, I didn’t pick your flowers” ( 7 ). |
e. -"You have to give me the ball" ( 16
); - “Guys, where are you going!” Help me!"( 13 ); -“Then ask someone else” ( 3 ). |
| I | I'. - “It’s very pleasant for me to sleep” ( 10
); - “It was I who fell into the hands. I wanted you to catch me" ( 13 ); - “No, it doesn’t hurt me. I just slid off the railing" ( 15 ); - “But now it has become tastier” ( 23 ). |
I. - “Take it, I won’t take it again without permission” ( 2
); - “I’m sorry for disturbing you from playing” ( 6 ); - “I did something bad” ( 9 ); I. - “I didn’t want to break it” ( 9 ); - “I wanted to look, but she fell” ( 9 ) |
i. - “Then I’ll take it to the workshop” ( 3
); - “I’ll buy this doll myself” ( 5 ); - “I’ll give you mine” ( 9 ); - “I won’t do this next time” ( 10 ). |
| M | M'. -"So what. Well, swing" ( 21
); - “I won’t come to you myself” ( 18 ); - “It won’t be interesting there anyway” ( 18 ); - “It’s already night. I should be asleep already" ( 10 ). |
M. - “Well, if you don’t have money, you don’t have to buy it” ( 5
); - “I’m really small” ( 6 ); - “Okay, you won” ( 8 ). |
m. - “I’ll sleep, and then I’ll go for a walk” ( 10
); - “I’ll go and sleep myself” ( 11 ); - “It will dry now. It will dry out" ( 19 ); - “When you leave, I will sway too” ( 21 ). |
Thus, the response of the subject in situation No. 14 is “Let’s wait another five minutes,” according to direction of reaction is impunitive (m), and by type of reaction– “with a fixation on need satisfaction” (NP).
The combination of one or another two options is assigned its own letter value.
- If the idea of an obstacle is dominant in an extrapunitive, intropunitive or impunitive response, the “prime” symbol (E’, I’, M’) is added.
- The type of reaction “with fixation on self-defense” is indicated by capital letters without an icon (E, I, M).
- The type of reaction “with fixation on need satisfaction” is indicated by lowercase letters (e, i, m).
- Extra- and intropunitive reactions of the self-defensive type in situations of accusation have two additional evaluation options, which are designated by the symbols E and I.
The appearance of additional options for counting E and I is due to the division of the test situation into two types. In situations " obstacles"The subject's reaction is usually directed towards the frustrating person, and in situations " accusations“It is more often an expression of protest, assertion of one’s innocence, rejection of accusation or reproach, in short, persistent self-justification.
Let us illustrate all these notations using the example of situation No. 1. In this situation, the character on the left (the driver) says: “I’m very sorry that we splashed your suit, although we tried very hard to avoid the puddle.”
Possible answers to these words with their evaluation using the symbols described above:
- E'- “How unpleasant it is.”
- I'- “I didn’t get dirty at all.” (The subject emphasizes how unpleasant it is to involve another person in a frustrating situation.)
- M'- “Nothing happened, he was a little splashed with water.”
- E- “You are clumsy. You're a klutz."
- I- “Well, of course, I should have stayed on the sidewalk.”
- M- "Nothing special".
- e- “You will have to clean it.”
- i- “I’ll clean it.”
- m- “Nothing, it will dry out.”
Since answers are often in the form of two phrases or sentences, each of which may have a slightly different function, if necessary they can be designated by two corresponding symbols. For example, if the subject says: “I’m sorry that I caused all this trouble, but I’ll be glad to correct the situation,” then this designation will be: II. In most cases, one counting factor is sufficient to estimate the answer.
Most answers are scored based on one factor. A special case is represented by interpenetrating or interrelated combinations used for answers.
The basis for counting is always the explicit meaning of the subject's words, and since answers are often in the form of two phrases or sentences, each of which may have a different function, it is possible to assign one counting value to one group of words, and another to another.
The obtained data in the form of letter expressions (E, I, M, E’, M’, I’, e, i, m) are entered into a table.
Next, GCR is calculated – group conformity coefficient, or, in other words, a measure of the subject’s individual adaptation to his social environment. It is determined by comparing the subject's responses with standard values obtained by statistical calculation. There are 14 situations in total that are used for comparison. Their values are presented in the table. In the children's version the number of situations is different.
General GCR table for adults
| Situation number | O.D. | ED | N.P. |
|---|---|---|---|
| 1 | M' | E | |
| 2 | I | ||
| 3 | |||
| 4 | |||
| 5 | i | ||
| 6 | e | ||
| 7 | E | ||
| 8 | |||
| 9 | |||
| 10 | E | ||
| 11 | |||
| 12 | E | m | |
| 13 | e | ||
| 14 | |||
| 15 | E' | ||
| 16 | E | i | |
| 17 | |||
| 18 | E' | e | |
| 19 | I | ||
| 20 | |||
| 21 | |||
| 22 | M' | ||
| 23 | |||
| 24 | M' |
General GCR table for children
| Situation number | Age groups | |||
|---|---|---|---|---|
| 6-7 years | 8-9 years | 10-11 years | 12-13 years old | |
| 1 | ||||
| 2 | E | E/m | m | M |
| 3 | E | E; M | ||
| 4 | ||||
| 5 | ||||
| 6 | ||||
| 7 | I | I | I | I |
| 8 | I | I/i | I/i | |
| 9 | ||||
| 10 | M'/E | M | ||
| 11 | I/m | |||
| 12 | E | E | E | E |
| 13 | E | E | I | |
| 14 | M' | M' | M' | M' |
| 15 | I' | E'; M' | M' | |
| 16 | E | M'/E | M' | |
| 17 | M | m | e; m | |
| 18 | ||||
| 19 | E | E; I | E; I | |
| 20 | i | I | ||
| 21 | ||||
| 22 | I | I | I | I |
| 23 | ||||
| 24 | m | m | m | M |
| 10 situations | 12 situations | 12 situations | 15 situations | |
- If the subject’s answer is identical to the standard one, a “+” sign is given.
- When two types of answers to a situation are given as a standard answer, it is enough that at least one of the test subject’s answers coincides with the standard one. In this case, the answer is also marked with a “+” sign.
- If a subject's response produces a double score and one of them is standard, it is scored 0.5 points.
- If the answer does not correspond to the standard one, it is indicated with a “-” sign.
The scores are summed up, counting each plus as one and each minus as zero. Then, based on 14 situations (which are taken as 100%), the percentage value is calculated GCR test subject.
GCR percentage conversion table for adults
| GCR | Percent | GCR | Percent | GCR | Percent |
|---|---|---|---|---|---|
| 14 | 100 | 9,5 | 68 | 5 | 35,7 |
| 13,5 | 96,5 | 9 | 64,3 | 4,5 | 32,2 |
| 13 | 93 | 8,5 | 60,4 | 4 | 28,6 |
| 12,5 | 90 | 8 | 57,4 | 3,5 | 25 |
| 12 | 85 | 7,5 | 53,5 | 3 | 21,5 |
| 11,5 | 82 | 7 | 50 | 2,5 | 17,9 |
| 11 | 78,5 | 6,5 | 46,5 | 2 | 14,4 |
| 10,5 | 75 | 6 | 42,8 | 1,5 | 10,7 |
| 10 | 71,5 | 5,5 | 39,3 | 1 | 7,2 |
Table for conversion to GCR percentages for children 8-12 years old
| GCR | Percent | GCR | Percent | GCR | Percent |
|---|---|---|---|---|---|
| 12 | 100 | 7,5 | 62,4 | 2,5 | 20,8 |
| 11,5 | 95,7 | 7 | 58,3 | 2 | 16,6 |
| 11 | 91,6 | 6,5 | 54,1 | 1,5 | 12,4 |
| 10,5 | 87,4 | 6 | 50 | 1 | 8,3 |
| 10 | 83,3 | 5,5 | 45,8 | ||
| 9,5 | 79,1 | 5 | 41,6 | ||
| 9 | 75 | 4,5 | 37,4 | ||
| 8,5 | 70,8 | 4 | 33,3 | ||
| 8 | 66,6 | 3,5 | 29,1 |
Table for conversion to GCR percentages for children 12-13 years old
| GCR | Percent | GCR | Percent | GCR | Percent |
|---|---|---|---|---|---|
| 15 | 100 | 10 | 66,6 | 5 | 33,3 |
| 14,5 | 96,5 | 9,5 | 63,2 | 4,5 | 30 |
| 14 | 93,2 | 9 | 60 | 4 | 26,6 |
| 13,5 | 90 | 8,5 | 56,6 | 3,5 | 23,3 |
| 13 | 86,5 | 8 | 53,2 | 3 | 20 |
| 12,5 | 83,2 | 7,5 | 50 | 2,5 | 16,6 |
| 12 | 80 | 7 | 46,6 | 2 | 13,3 |
| 11,5 | 76,5 | 6,5 | 43,3 | 1,5 | 10 |
| 11 | 73,3 | 6 | 40 | 1 | 6,6 |
| 10,5 | 70 | 5,5 | 36 |
Quantitative value GCR can be considered as measures of individual adaptation of the subject to his social environment.
Next stage– filling out the profile table. It is carried out on the basis of the test subject’s answer sheet. The number of times each of the 6 factors occurs is counted, and each occurrence of the factor is assigned one point. If the subject’s answer is assessed using several counting factors, then each factor is given equal importance. So, if the answer was rated " Her", then the value " E" will be equal to 0.5 and " e", respectively, also 0.5 points. The resulting numbers are entered into the table. When the table is completed, the numbers are summed into columns and rows, and then the percentage of each resulting amount is calculated.
Profile table
| O.D. | ED | N.P. | sum | % | |
|---|---|---|---|---|---|
| E | |||||
| I | |||||
| M | |||||
| sum | |||||
| % |
Table for converting profile scores into percentages
| Point | Percent | Point | Percent | Point | Percent |
|---|---|---|---|---|---|
| 0,5 | 2,1 | 8,5 | 35,4 | 16,5 | 68,7 |
| 1,0 | 4,2 | 9,0 | 37,5 | 17,0 | 70,8 |
| 1,5 | 6,2 | 9,5 | 39,6 | 17,5 | 72,9 |
| 2,0 | 8,3 | 10,0 | 41,6 | 18,0 | 75,0 |
| 2,5 | 10,4 | 10,5 | 43,7 | 18,5 | 77,1 |
| 3,0 | 12,5 | 11,0 | 45,8 | 19,0 | 79,1 |
| 3,5 | 14,5 | 11,5 | 47,9 | 19,5 | 81,2 |
| 4,0 | 16,6 | 12,0 | 50,0 | 20,0 | 83,3 |
| 4,5 | 18,7 | 12,5 | 52,1 | 20,5 | 85,4 |
| 5,0 | 20,8 | 13,0 | 54,1 | 21,0 | 87,5 |
| 5,5 | 22,9 | 13,5 | 56,2 | 21,5 | 89,6 |
| 6,0 | 25,0 | 14,0 | 58,3 | 22,0 | 91,6 |
| 6,5 | 27,0 | 14,5 | 60,4 | 22.5 | 93,7 |
| 7,0 | 29,1 | 15,0 | 62,5 | 23,0 | 95,8 |
| 7,5 | 31,2 | 15,5 | 64,5 | 23,5 | 97,9 |
| 8,0 | 33,3 | 16,0 | 66,6 | 24,0 | 100,0 |
The percentage ratio E, I, M, OD, ED, NP thus obtained represents the characteristics of the subject’s frustration reactions expressed in quantitative form.
Based on the numerical data profile, three main and one additional samples are compiled.
- The first sample expresses relative frequency of different response directions, regardless of its type. Extrapunitive, intropunitive, and impunitive responses are arranged in order of decreasing frequency. For example, frequencies E – 14, I – 6, M – 4, are written E > I > M.
- The second sample expresses relative frequency of response types regardless of their directions. Sign characters are written in the same way as in the previous case. For example, we received OD – 10, ED – 6, NP – 8. We write: OD > NP > ED.
- The third sample expresses relative frequency of the three most frequently occurring factors, regardless of the type and direction of the response. They are written, for example, E > E’ > M.
- The fourth additional sample includes comparison of answers E and I in situations of “obstacle” and situations of “blame”. The sum of E and I is calculated as a percentage, also based on 24, but since only 8 (or 1/3) test situations allow the calculation of E and I, the maximum percentage of such answers will be 33%. For interpretation purposes, the resulting percentages may be compared to this maximum number.
Trend analysis
Trend analysis is carried out on the basis of the subject’s answer sheet and aims to find out whether there has been changing the direction of a reaction or the type of reaction the subject during the experiment. During the experiment, the subject can noticeably change his behavior, moving from one type or direction of reactions to another. The presence of such changes indicates the attitude of the subject to his own answers (reactions). For example, the subject’s reactions of an extrapunitive nature (with aggression towards the environment), under the influence of an awakened feeling of guilt, can be replaced by responses containing aggression towards oneself.
Analysis involves identifying the existence of such trends and finding out their reasons, which can be different and depend on the character of the subject.
Trends are written in the form of an arrow, above which is indicated the numerical assessment of the trend, determined by the “+” sign (positive trend) or the “-” sign (negative trend), and calculated by the formula:
(a-b) / (a+b), Where
- « A» – quantitative assessment of the manifestation of the factor in the first half of the protocol (situations 1-12),
- « b» – quantitative assessment in the second half (from 13 to 24).
A tendency can be considered as an indicator if it is contained in at least four responses of the subject, and has a minimum score of ±0.33.
Analyzed five types of trends:
- Type 1. The direction of the reaction in the graph is considered OD. For example factor E' appears six times: three times in the first half of the protocol with a score of 2.5 and three times in the second half with a score of 2 points. The ratio is +0.11. Factor I' appears only once overall, factor M' appears three times. There is no type 1 tendency.
- Type 2 E, I, M.
- Type 3. Factors are considered similarly e, i, m.
- Type 4. The directions of reactions are considered without taking into account the graphs.
- Type 5. Cross-sectional tendency - consider the distribution of factors in three columns, without taking into account the direction, for example, considering the column O.D. indicates the presence of 4 factors in the first half (score coded 3) and 6 in the second half (score coded 4). Graphs are treated similarly ED And N.P.. In order to identify the reasons for a particular trend, it is recommended to conduct a conversation with the subject, during which, with the help of additional questions, the experimenter can obtain the necessary information of interest.
Interpretation of test results
First stage interpretation is to study GCR, the level of social adaptation of the subject. Analyzing the data obtained, it can be assumed that the subject having low GCR percentage, often conflicts with others because he is not sufficiently adapted to his social environment.
Data regarding the degree of social adaptation of the subject can be obtained using a repeated study, which consists of the following: the subject is repeatedly presented with drawings, with a request to give in each task the answer that in his opinion would need to be given in this case, i.e. . “correct”, “standard” answer. The “discrepancy index” of the subject’s answers in the first and second cases provides additional information about the indicator of the “degree of social adaptation.”
At the second stage, the resulting scores for the six factors in the profile table are examined. Are revealed stable characteristics of the subject's frustration reactions, stereotypes of emotional response, which are formed in the process of development, education and formation of a person and constitute one of the characteristics of his individuality. The subject's reactions can be directed on its environment, expressed in the form of various requirements for it, or on himself as the culprit of what is happening, or a person can take a peculiar conciliatory position. So, for example, if in a study we receive from a subject a rating of M - normal, E - very high and I - very low, then on the basis of this we can say that the subject in a frustrating situation will respond with increased frequency in an extrapunitive manner and very rarely in intropunitive. That is, we can say that he makes increased demands on others, and this can serve as a sign of inadequate self-esteem.
Assessments regarding types of reactions have different meanings.
- Grade O.D.(type of reaction “with fixation on an obstacle”) shows to what extent the obstacle frustrates the subject. Thus, if we received an increased assessment of OD, then this indicates that in frustrating situations the idea of an obstacle prevails in the subject more than normally.
- Grade ED(type of reaction “with fixation on self-defense”) means the strength or weakness of the “I” of the individual. Increasing ED means a weak, vulnerable personality. The subject's reactions are focused on protecting his “I”.
- Grade N.P.– a sign of an adequate response, an indicator of the degree to which the subject can resolve frustrating situations.
Third stage of interpretation– study of trends. Studying tendencies can be of great importance in understanding the subject's attitude towards his own reactions.
In general, we can add that based on the examination protocol, conclusions can be drawn regarding certain aspects of the subject’s adaptation to his social environment. The technique in no way provides material for making conclusions about the structure of personality. It is only possible to predict with a greater degree of probability emotional reactions of the subject to various difficulties or obstacles who get in the way of satisfying a need, achieving a goal.
The technique is intended to study reactions to failure and ways to get out of situations that impede activity or meet the needs of the individual. Frustration is a state of tension, frustration, anxiety caused by dissatisfaction of needs, objectively insurmountable (or subjectively understood) difficulties, obstacles on the way to an important goal. Using the technique, you can study such reactions to a strong stimulus as: aggression, displacement, identification, projection, fantasy, regression, apathy, suppression, compensation, fixation, rationalization. The technique belongs to the class of projective tests. It contains 16 situations in which an obstacle is created (stopped, discouraged, offended, confused) and 8 situations in which the subject is accused of something. 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.
In total, the technique consists of 24 schematic contour drawings, which depict two or more people engaged in an unfinished conversation. These 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 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 original answer should be crossed out, but not erased. The survey should be conducted as carefully as possible, so that the questions do not contain additional information.
Instructions: “I will show you drawings (application in separate folders) that depict people in a certain situation. The man on the left is saying something and his words are written on top in a square. Imagine what another person might answer. Be serious and don't try to get off with a joke. Think about the situation and respond quickly.”
Or another version of the instructions: “The picture shows two characters. Imagine that the words spoken by a parent, teacher or peer are addressed to you. What would you answer him in this situation? And then, the form of the answer may be one, but you may experience different feelings that do not coincide with the form of the answer. Therefore, write your possible answer, and in brackets what you felt.”
Test score:
Each of the responses received is assessed, in accordance with Rosenzweig's theory, according to two criteria: by the direction of the reaction (aggression) and by the type of reaction. According to the direction of the reaction they are divided into:
- A) Extrapunitive: the reaction is directed at the living or non-living environment, the external cause of frustration is condemned, the degree of the frustrating situation is emphasized, and sometimes a solution to the situation is required from another person.
b) Intropunitive: the reaction is directed at oneself, with the acceptance of guilt or responsibility for correcting the situation that has arisen; the frustrating situation is not subject to condemnation. The subject accepts the frustrating situation as favorable for himself.
V) Impunitive: a frustrating situation is seen as something insignificant or inevitable, surmountable “with time, there is no blame on others or oneself.
- Obstructive-dominant. Type of reaction “with fixation on an obstacle.” Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.
- Self-protective. The type of reaction “with a fixation on self-defense.” Activity in the form of blaming someone, denying or admitting one’s own guilt, evading reproach, aimed at protecting one’s “I”, responsibility for frustration cannot be attributed to anyone.
- Necessarily-persistent. The type of reaction “with a fixation on need satisfaction.” 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 confidence that time and the course of events will lead to its resolution.
Combinations of these six categories yield nine possible factors and two additional options.
First, the researcher determines the direction of the reaction contained in the subject's response (E, I or M), and then identifies the type of reaction: ED, OD or NP.
The combination of one or another two options is assigned its own letter value. In the event that the idea of an obstacle dominates in an answer with an extrapunitive, intropunitive or impunitive reaction, the “prime” symbol (E’, I’, M’) is added. The type of reaction “with fixation on self-defense” is indicated by capital letters without an icon (E, I, M). The type of reaction “with fixation on need satisfaction” is indicated by lowercase letters (e, i, m). Extra- and intropunitive reactions of the self-defensive type in situations of accusation have two additional evaluation options, which are indicated by the symbols E And I.
Addition of additional counting options E And I due to the division of the test situation into two types. In situations of “obstacle”, the subject’s reaction is usually directed at the frustrating person, and in situations of “accusation” it is more often an expression of protest, defense of one’s innocence, rejection of accusation or reproach, in short, persistent self-justification.
Let’s illustrate all these notations with an example, in this situation, when the character on the left (the driver) says: “I’m very sorry that we splashed your suit, although we tried very hard to avoid the puddle.”
Possible answers to these words with their evaluation using the symbols described above:
- E’ – “How unpleasant this is.”
I’ – “I didn’t get dirty at all.” (The subject emphasizes how unpleasant it is to involve another person in a frustrating situation.)
M' - “Nothing happened, he was a little splashed with water.”
E – “You are clumsy. You're a klutz."
I – “Well, of course, I should have stayed on the street.”
M - “Nothing special.”
E – “You’ll have to clean it up.”
I – “I’ll clean it.”
M – “Nothing, it will dry out.”
Description of the semantic content of the factors used to evaluate answers(Children's version)
| O.D. |
ED |
N.P. |
|
| E |
E'. - “What will I eat?” (Fig. 1); - “If I had a brother, he would fix it.” (3); - “And I like her so much.” (5); - “I also need to play with someone.” (6). |
E. - “I’m sleeping, but you’re not sleeping, right?” (10); - “I’m not friends with you.” (8); - “And you kicked my dog out of the entrance.” (7); E
. - “No, not many mistakes.” (4); - “I can play too.” (6); - “No, I didn’t pick your flowers.” (7). |
e. - “You have to give me the ball.” (16); - “Guys, where are you going? Save me!”(13); - “Then ask someone else.” (3). |
| I |
I'. - “I really like to sleep.” (10); “I was the one who fell into the hands. I wanted you to catch me." (13); - “No, it doesn’t hurt me. I just slid off the railing." (15); - “But now it has become tastier.” (23). |
I. - “Take it, I won’t take it again without permission.” (2); - “I’m sorry that I interrupted you from playing.” (6); - “I did something bad.” (9); I - “I didn’t want to break it.” (9); – “I wanted to look, but she fell” (9) |
i. - “Then I’ll take it to the workshop.” (3); - “I’ll buy this doll myself.” (5); - “I’ll give you mine.” (9); - “I won’t do this next time.” (10). |
| M |
M'. -"So what. Well, swing." (21); - “I won’t come to you myself.” (18); - “It won’t be interesting there anyway.” (18); - “It’s already night. I should be asleep already.” (10). |
M. - “Well, if you don’t have money, you don’t have to buy.” (5); - “I’m really small.” (6); - “Okay, you won.” (8). |
m. - “I’ll sleep, and then I’ll go for a walk.” (10); - “I’ll go and sleep myself.” (eleven); - “It will dry now. It will dry out." (19); - “When you leave, I will sway too.” (21). |
Most answers are scored based on one factor. A special case is represented by interpenetrating or interrelated combinations used for answers.
The basis for counting is always the explicit meaning of the subject's words, and since answers are often in the form of two phrases or sentences, each of which may have a different function, it is possible to assign one counting value to one group of words, and another to another.
The obtained data in the form of letter expressions (E, I, M, E’, M’, I’, e, i, m) are entered into the table of the subject’s answers.
Next, GCR is calculated - the group conformity coefficient, or, in other words, a measure of the subject’s individual adaptation to his social environment. It is determined by comparing the subject's responses with standard values obtained by statistical calculation. There are 14 situations in total that are used for comparison. Their values are presented in the table (Table 1). In the children's version, the number of situations is different (see Table 2).
If the subject’s answer is identical to the standard one, a “+” sign is given. When two types of answers to a situation are given as a standard answer, it is enough that at least one of the test subject’s answers coincides with the standard one. In this case, the answer is also marked with a “+” sign. If a subject's response produces a double score and one of them is standard, it is scored 0.5 points. If the answer does not correspond to the standard one, it is indicated with a “-” sign. The scores are summed up, counting each plus as one and each minus as zero. Then, based on 14 situations (which are taken as 100%), the percentage value of the subject's GCR is calculated (see Tables 3–5). The quantitative value of GCR can be considered as a measure of a subject's individual adaptation to his social environment.
| 1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
19 |
20 |
21 |
22 |
23 |
24 |
|
| O.D. |
||||||||||||||||||||||||
| ED |
||||||||||||||||||||||||
| N.P. |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | |
| O.D. | I' |
M | I' | e | m | E' | m | E | ||||||||||||||||
| ED | M | i | |
E' | i | E | I | e | E' | i | ||||||||||||||
| N.P. | E | M' | M | e | I' | M | e |
| Figure No. |
|
|||
| Age groups (GCR table for children) | ||||
| 6-7 years | 8-9 years | 10-11 years | 12-13 years old | |
| 1 | |
|
|
|
| 2 | E | E/m | m | M |
| 3 | E | EAT | ||
| 4 | ||||
| 5 | ||||
| 6 | ||||
| 7 | I | I | I | I |
| 8 | I | I/i | I/i | |
| 9 | ||||
| 10 | M'/E | M | ||
| 11 | I/m | |||
| 12 | E | E | E | E |
| 13 | E | E | I | |
| 14 | M' | M' | M' | M' |
| 15 | G | EAT' | M' | |
| 16 | E | M'/E | M' | |
| 17 | M | m | e;m | |
| 18 | ||||
| 19 | E | E;I | E;I | |
| 20 | i | I | ||
| 21 | ||||
| 22 | I | I | I | I |
| 23 | ||||
| 24 | m | m | m | M |
| 10 situations | 12 situations | 12 situations | 15 situations | |
Conversion of GCR production into percentages using the formula:
100%
X (number of points) = GCR
(number of situations)
The next step is filling out the profile table.
It is carried out on the basis of the test subject’s answer sheet. The number of times each of the 5 factors occurs is counted, and each occurrence of the factor is assigned one point. If the subject’s answer is assessed using several counting factors, then each factor is given equal importance. So, if the answer was rated “Ee”, then the value of “E” will be equal to 0.5 and “e”, respectively, will also be 0.5 points. The resulting numbers are entered into the table. When the table is completed, the numbers are summed into columns and rows, and then the percentage of each resulting amount is calculated.
"TABLE OF PROFILES"
| |
O.D. | ED | N.P. | sum | % |
| E | |
|
|
|
|
| I | |
|
|
|
|
| M | |
|
|
|
|
| sum. | |
|
|
|
|
| % | |
|
|
|
|
Conversion of profile points into percentages is carried out using the formula:
100% X (number of points) = GCR
(number of drawings) And corresponds to the table:
| 0,5 |
= 2,1% |
8,5 |
= 35,4% |
16,5 |
= 68,7% |
| 1,0 |
4,2 |
9,0 |
37,5 |
17,0 |
70,8 |
| 1,5 |
6,2 |
9,5 |
39,6 |
17,5 |
72,9 |
| 2,0 |
8,3 |
10,0 |
41,6 |
18,0 |
75,0 |
| 2,5 |
10,4 |
10,5 |
43,7 |
18,5 |
77,1 |
| 3,0 |
12,5 |
11,0 |
45,8 |
19,0 |
79,1 |
| 3,5 |
14,5 |
11,5 |
47,9 |
19,5 |
81,2 |
| 4,0 |
16,6 |
12,0 |
50,0 |
20,0 |
83,3 |
| 4,5 |
18,7 |
12,5 |
52,1 |
20,5 |
85,4 |
| 5,0 |
20,8 |
13,0 |
54,1 |
21,0 |
87,5 |
| 5,5 |
22,9 |
13,5 |
56,2 |
21,5 |
89,6 |
| 6,0 |
25,0 |
14,0 |
58,3 |
22,0 |
91,6 |
| 6,5 |
27,0 |
14,5 |
60,4 |
22.5 |
93,7 |
| 7,0 |
29,1 |
15,0 |
62,5 |
23,0 |
95,8 |
| 7,5 |
31,2 |
15,5 |
64,5 |
23,5 |
97,9 |
| 8,0 |
33,3 |
16,0 |
66,6 |
24,0 |
100,0 |
The percentage ratio E, I, M, CD, ED, NP thus obtained represents the characteristics of the subject’s frustration reactions expressed in quantitative form.
Based on the numerical data profile, three main and one additional samples are compiled.
TREND ANALYSIS
Trend analysis is carried out on the basis of the subject's answer sheet and aims to determine whether there was a change in the direction of the reaction or the type of reaction of the subject during the experiment. During the experiment, the subject can noticeably change his behavior, moving from one type or direction of reactions to another. The presence of such changes indicates the attitude of the subject to his own answers (reactions). For example, the subject’s reactions of an extrapunitive nature (with aggression towards the environment), under the influence of an awakened feeling of guilt, can be replaced by responses containing aggression towards oneself.
Analysis involves identifying the existence of such trends and finding out their reasons, which can be different and depend on the character of the subject.
Trends are written in the form of an arrow, above which is indicated the numerical assessment of the trend, determined by the “+” sign (positive trend) or the “-” sign (negative trend), and calculated by the formula:
(a - b) : (a + b), Where
“a” – quantitative assessment of the manifestation of the factor in the first half of the protocol (situations 1–12),
“b” – quantitative assessment in the second half (from 13 to 24).
A tendency can be considered as an indicator if it is contained in at least four responses of the subject, and has a minimum score of ±0.33.
Five types of trends are analyzed:
- Type 1. The direction of the reaction in the OD column is considered. For example, factor E' appears six times: three times in the first half of the protocol with a score of 2.5 and three times in the second half with a score of 2 points. The ratio is +0.11. Factor I' appears only once in total, factor M' appears three times. There is no type 1 tendency.
Type 2. Factors E, I, M are considered similarly.
Type 3. Factors e, i, m are considered similarly.
Type 4. Directions of reactions are considered without taking into account graphs.
Type 5. Cross-sectional tendency - consider the distribution of factors in three columns without taking into account the direction, for example, examination of the OD column indicates the presence of 4 factors in the first half (score designated 3) and 6 in the second half (score 4).
INTERPRETATION:
The first stage of interpretation is to study the GCR, the level of social adaptation of the subject. Analyzing the data obtained, it can be assumed that a subject with a low percentage of GCR often conflicts with others because he is not sufficiently adapted to his social environment.
Data regarding the degree of social adaptation of the subject can be obtained using a repeated study, which consists of the following: the subject is repeatedly presented with drawings, with a request to give in each task the answer that in his opinion would need to be given in this case, i.e. . “correct”, “standard” answer. The “discrepancy index” of the subject’s answers in the first and second cases provides additional information about the indicator of the “degree of social adaptation.”
The second stage examines the resulting scores for the six factors in the profile table. The stable characteristics of the subject's frustration reactions and stereotypes of emotional response are identified, which are formed in the process of development, education and formation of a person and constitute one of the characteristics of his individuality. The subject’s reactions can be directed at his environment, expressed in the form of various demands on it, or at himself as the culprit of what is happening, or the person can take a kind of conciliatory position. So, for example, if in a study we receive from a subject a rating of M - normal, E - very high and I - very low, then on the basis of this we can say that the subject in a frustrating situation will respond with increased frequency in an extrapunitive manner and very rarely in intropunitive. That is, we can say that he makes increased demands on others, and this can serve as a sign of inadequate self-esteem.
Assessments regarding types of reactions have different meanings.
The third stage of interpretation is the study of trends. Studying tendencies can be of great importance in understanding the subject's attitude towards his own reactions.
In general, we can add that based on the examination protocol, conclusions can be drawn regarding certain aspects of the subject’s adaptation to his social environment. The technique in no way provides material for making conclusions about the structure of personality. It is only possible to predict with a greater degree of probability the emotional reactions of the subject to various difficulties or obstacles that stand in the way of satisfying a need and achieving a goal.
Stimulus material.
Rosenzweig Frustration Test
The technique is intended to study reactions to failure and ways to get out of situations that impede activity or meet the needs of the individual.
Frustration- a state of tension, frustration, anxiety caused by dissatisfaction of needs, objectively insurmountable (or subjectively understood) difficulties, obstacles on the way to an important goal.
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.
- Situations " obstacles" 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.
- Situations " accusations" 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 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.
Test instructions
For adults: “You will now be shown 24 drawings. Each of them depicts two people talking. 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, labeling it with the corresponding number.
Figure 1. I'm very sorry that we splashed your suit, although we tried so hard to avoid the puddle.
Figure 2. This is terrible, you broke my mother's favorite vase
Figure 3 You can’t see the screen.
Figure 4. What a shame, my car broke down and because of this you were late for the train.
Figure 5. This is the third time I have come to you with this watch. I bought them from you just a week ago, but as soon as I bring them home, they stop.
Figure 6. According to library rules, you can borrow 2 books at the same time.
Figure 7. Are you making too much noise?
Figure 8. Your friend asked me to dance tonight, she said you won't go.
Figure 9. I understand that you need your raincoat, but you must wait until lunch until the manager arrives.
Figure 10 You are a liar, you know it yourself.
Try to work as quickly as possible. Take the task seriously and don't get off with a joke. Don't try to use hints either."
Processing test results
Each of the answers received is evaluated in accordance with the theory, Rosenzweig, according to two criteria: according to the direction of the reaction(aggression) and by type of reaction.
According to the direction of the reaction they are divided into:
- Extrapunitive: the reaction is directed at the living or non-living environment, the external cause of frustration is condemned, the degree of the frustrating situation is emphasized, and sometimes a solution to the situation is required from another person.
- Intropunitive: the reaction is directed at oneself, with the acceptance of guilt or responsibility for correcting the situation that has arisen; the frustrating situation is not subject to condemnation. The subject accepts the frustrating situation as favorable for himself.
- Impunitive: a frustrating situation is seen as something insignificant or inevitable, surmountable “with time, there is no blame on others or oneself.
According to the type of reaction they are divided into:
- Obstructive-dominant. Type of reaction “with fixation on an obstacle.” Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.
- Self-protective. The type of reaction “with a fixation on self-defense.” Activity in the form of blaming someone, denying or admitting one’s own guilt, evading reproach, aimed at protecting one’s “I”, responsibility for frustration cannot be attributed to anyone.
- Necessarily-persistent. The type of reaction “with a fixation on need satisfaction.” 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 confidence that time and the course of events will lead to its resolution.
Letters are used to indicate the direction of the reaction:
- E - extrapunitive reactions,
- I - intropunitive reactions,
- M - impunitive.
Reaction types are indicated by the following symbols:
- OD - “with fixation on an obstacle”,
- ED - “with a fixation on self-defense”,
- NP - “with a fixation on satisfying a need.”
Combinations of these six categories yield nine possible factors and two additional options.
First, the researcher determines the direction of the reaction contained in the subject's response (E, I or M), and then identifies the type of reaction: ED, OD or NP.
Description of the semantic content of the factors used in assessing answers (adult version)
|
E'. If the answer emphasizes the presence of an obstacle. Example: “It’s raining heavily outside. My cloak was very useful" (Fig. 9 ). “And I expected that she and I would go together” ( 8 ). Occurs mainly in situations with an obstacle. |
E. Hostility and censure are directed against someone or something in the environment. Example: “it’s the height of the working day, and your manager is not there” ( 9 ). “The mechanism is worn out, they can’t be made new” ( 5 ). “We’re leaving, it’s her own fault” ( 14 ). E. The subject actively denies his guilt for the offense committed. Example: “The hospital is full of people, what do I have to do with it?” ( 21 ). |
e. It is required, expected, or explicitly implied that someone must resolve the situation. Example: “Anyway, you must find this book for me” ( 18 ). "She could tell us what's going on" ( 20 ). |
|
|
I'. A frustrating situation is interpreted as favorable-profitable-useful, as bringing satisfaction. Example: “It will be even easier for me alone” ( 15 ). |
I. Blame and condemnation are directed at oneself, dominated by feelings of guilt, inferiority, and remorse. Example: “I came at the wrong time again” ( 13 ). I. The subject, admitting his guilt, denies responsibility, calling on mitigating circumstances to help. Example: “But today is a day off, there are not a single child here, and I’m in a hurry” ( 19 ). |
i. The subject himself undertakes to resolve the frustrating situation, openly admitting or hinting at his guilt. Example: “Somehow I’ll get out of it myself” ( 15 ). "I will do my best to atone for my guilt" ( 12 ). |
|
|
M'. The difficulties of a frustrating situation are not noticed or are reduced to its complete denial. Example: “Late, so late” ( 4 ). |
M. The responsibility of the person who finds himself in a frustrating situation is reduced to a minimum, and condemnation is avoided. Example: “We couldn’t know that the car would break down” ( 4 ). |
m. The hope is expressed that time, the normal course of events, will resolve the problem, you just need to wait a little, or that mutual understanding and mutual compliance will eliminate the frustrating situation. Example: “Let’s wait another 5 minutes” ( 14 ). “It would be nice if it didn’t happen again.” ( 11 ). |
Description of the semantic content of the factors used in assessing answers (children's version)
|
E'. - “What will I eat?” ( 1 ); - “If I had a brother, he would fix it” ( 3 ); - “And I like her so much” ( 5 ); - “I also need to play with someone” ( 6 ). |
E. - “I’m sleeping, but you’re not sleeping, right?” ( 10 ); - “I’m not friends with you” ( 8 ); - “And you kicked my dog out of the entrance” ( 7 ); E. - “No, not many mistakes” ( 4 ); - “I can play too” ( 6 ); - “No, I didn’t pick your flowers” ( 7 ). |
e. -"You have to give me the ball" ( 16 ); - “Guys, where are you going!” Help me!"( 13 ); -“Then ask someone else” ( 3 ). |
|
|
I'. - “It’s very pleasant for me to sleep” ( 10 ); - “It was I who fell into the hands. I wanted you to catch me" ( 13 ); - “No, it doesn’t hurt me. I just slid off the railing" ( 15 ); - “But now it has become tastier” ( 23 ). |
I. - “Take it, I won’t take it again without permission” ( 2 ); - “I’m sorry for disturbing you from playing” ( 6 ); - “I did something bad” ( 9 ); I. - “I didn’t want to break it” ( 9 ); - “I wanted to look, but she fell” ( 9 ) |
i. - “Then I’ll take it to the workshop” ( 3 ); - “I’ll buy this doll myself” ( 5 ); - “I’ll give you mine” ( 9 ); - “I won’t do this next time” ( 10 ). |
|
|
M'. -"So what. Well, swing" ( 21 ); - “I won’t come to you myself” ( 18 ); - “It won’t be interesting there anyway” ( 18 ); - “It’s already night. I should be asleep already" ( 10 ). |
M. - “Well, if you don’t have money, you don’t have to buy it” ( 5 ); - “I’m really small” ( 6 ); - “Okay, you won” ( 8 ). |
m. - “I’ll sleep, and then I’ll go for a walk” ( 10 ); - “I’ll go and sleep myself” ( 11 ); - “It will dry now. It will dry out" ( 19 ); - “When you leave, I will sway too” ( 21 ). |
Thus, the response of the subject in situation No. 14 is “Let’s wait another five minutes,” according to direction of reaction is impunitive (m), and by type of reaction- “with a fixation on need satisfaction” (NP).
The combination of one or another two options is assigned its own letter value.
- If the idea of an obstacle is dominant in an extrapunitive, intropunitive or impunitive response, the “prime” symbol (E’, I’, M’) is added.
- The type of reaction “with fixation on self-defense” is indicated by capital letters without an icon (E, I, M).
- The type of reaction “with fixation on need satisfaction” is indicated by lowercase letters (e, i, m).
- Extra- and intropunitive reactions of the self-defensive type in situations of accusation have two additional evaluation options, which are designated by the symbols E and I.
The appearance of additional options for counting E and I is due to the division of the test situation into two types. In situations " obstacles"The subject's reaction is usually directed towards the frustrating person, and in situations " accusations“It is more often an expression of protest, assertion of one’s innocence, rejection of accusation or reproach, in short, persistent self-justification.
Let us illustrate all these notations using the example of situation No. 1. In this situation, the character on the left (the driver) says: “I’m very sorry that we splashed your suit, although we tried very hard to avoid the puddle.”
Possible answers to these words with their evaluation using the symbols described above:
- E'- “How unpleasant it is.”
- I'- “I didn’t get dirty at all.” (The subject emphasizes how unpleasant it is to involve another person in a frustrating situation.)
- M'- “Nothing happened, he was a little splashed with water.”
- E- “You are clumsy. You're a klutz."
- I- “Well, of course, I should have stayed on the sidewalk.”
- M- "Nothing special".
- e- "You'll have to clean it up."
- i- “I’ll clean it.”
- m- “Nothing, it will dry out.”
Since answers are often in the form of two phrases or sentences, each of which may have a slightly different function, if necessary they can be designated by two corresponding symbols. For example, if the subject says: “I’m sorry that I caused all this trouble, but I’ll be glad to correct the situation,” then this designation will be: II. In most cases, one counting function is enough to estimate the answer.
