Characteristics for a pupil of the 2nd preparatory school group

In their activities, teachers, psychologists, and social workers are constantly faced with a variety of documentation. Every year it is supplemented and modified, and sometimes it is difficult to keep in mind all the aspects that need to be described. Family characteristics are one of these basic documents. In order not to ask questions about where to start describing a family, what data needs to be collected, in what sequence it should be drawn up and correctly formulated conclusions, you need to familiarize yourself with the structure of this document and create for yourself a sample description of the family.

Family characteristics: where to start?

Before a family profile is drawn up, you need to go through a number of preparatory steps, as a result of which information for the document will be collected:

1. Conduct a conversation with the student, observe his behavior, use psychological techniques aimed at studying the child’s perception of his family, and assessing the psychological climate within the family.
2. Visit the place of residence of the child and his family, draw up a report on the inspection of living conditions.
3. Talk to the parents about the relationship with the child. The degree of parental participation in a student’s school life can be assessed by their participation in parent-teacher meetings, checking his diary, and visiting an educational institution on his own initiative.

To get a more objective picture, it is better not to study the family’s place of residence alone. You can involve a representative of the parent committee, a social teacher or a psychologist (especially in the case of dysfunctional families).

Primary (formal) data about the family

The characteristics of a family should begin with basic, primary data about its members:

1. Full name, year of birth, education, place of work and position, contact numbers of mother, father or people who replace them.
2. Information about other family members (full name, relationship to the student, field of activity, contact information): grandparents, brothers, sisters and others.
3. Information about other people who are not family members, but live in the same house for a long time (full name, field of activity, who the other family members are, contact information).
4. Address where family members live.

Characteristics for a parent from the class teacher are ready

• Characteristic
• Orlova Oksana Denisovna, mother of Orlov Bogdan Sergeevich, born in 2006, studying at S.O.Sh. No. 50. Home address: Medvezhyegorsk, st. Kostrikova house 3, apt. 6.
• Mother Orlova O. D. born in 1988 has a secondary education, works as a technician at the Magnit store.
• Father Orlov S.A., born in 1985, was convicted of criminal activity. Located in a closed institution.
• Oksana Denisovna and Bogdan live in a one-room small apartment, together with Bogdan’s paternal great-grandmother Nikiforova Tamara Petrovna. There are no brothers or sisters.
• The state of living conditions in terms of everyday life is unsatisfactory: the room and kitchen with stove heating are located in a dilapidated wooden apartment building. The student does not have a separate desk for studying.
• The room is not always tidy. Bogdan attends school in an unkempt manner.
• The assessment of the family's financial support is unsatisfactory. The student is often dressed inappropriately for the season.
• The mother's participation in her son's educational process is weak. The child’s grandmother is usually present at meetings; complaints about the student’s negative behavior end in scandals at home.
• The psychological family atmosphere is tense, this is expressed in the child’s behavior at school: he is harsh and pugnacious with classmates. Doesn't respond to teacher's comments.

• The title (header) is written in large font.
• From a new line, in the genitive case, the relative’s full name. Who is the child's status (last name, first name, school number, class).
• Information about the mother is provided: her year of birth, where she lives, education, place of activity.
• If necessary, it is reported that she has diseases that affect her ability to work and provide for her family.

May 04, 2021 polrostov 198
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Housing and household characteristics of the family

The next step will be a description of the living conditions in which the family lives. Based on them, you need to draw a conclusion about how comfortable it is for the child to be there, and how much his basic needs are met.

1. The number of rooms, the presence of a separate room for the child, the presence of a separate place for rest.
2. Compliance with sanitary and hygienic standards of housing: regular cleaning, cluttering of the premises, etc.
3. Availability of necessary furniture, space for the child’s educational or play activities, equipment and educational supplies or toys.
4. Conclusion about how much the place of residence influences the success of a child’s development.

Social characteristics of the family

The social and psychological characteristics of the child’s family are the most important and massive part of the entire document. Social characteristics of the family include:

1. Status: full-time, part-time, with many children or with one child, information about adoption or guardianship of the child.
2. Financial security of the family: how stable is the income, what factors does it depend on (payment of alimony, seasonal work, unemployment or disability of family members), does the child have pocket money, how well is he provided with necessary things (food, clothing, school supplies), is he experiencing family financial difficulties, how financial status affects the psychological climate in the family (satisfaction, feelings of inferiority, conflicts).
3. Social stability/instability of the family, tendency to addiction (alcohol, drugs, gambling) or crime.
4. Distribution of responsibilities and main functions (household, financial, emotional-therapeutic, educational, etc.).
5. Who has the formal or actual role in raising a child? It may not necessarily be performed by the same people. For example, parents working abroad are formally the educators of their child, but in fact these functions are performed by another relative (grandmother, grandfather), who is in close proximity to the child.

Consultation with a family psychologist

The meaning of the fantasy boils down to the fact that he is watching another man having sex with his wife. At the moment of fantasy, he experiences jealousy, fear that if this actually happens, the wife may become more interested in another man and leave him. However, when he imagines such a picture, then, along with negative experiences, he receives pleasure from what the other man is doing with his wife. Sometimes in his fantasies he simultaneously with another man takes possession of his woman: “... yes, oral and vaginal at the same time.” When I asked him how his wife might feel in this situation, he answered that he wanted her to be happy. Hypothetically, it can be assumed that the husband has pronounced sadomasochistic tendencies, which may indicate a lack of self-confidence and self-affirmation. Clarifying my assumptions, I asked the man how he assessed himself as a professional. To which he replied that from a professional point of view he is satisfied with his achievements, but notes that he is always “obsessed” with something.

In most cases, such a difference lies not only in the typological characteristics of the personality of each of them, but also in the level of formation of the necessary personal abilities. The more developed the personality, the more successfully the person copes with life’s difficulties. Accordingly, the less developed a person’s personality, the faster he “breaks” under the influence of difficulties. One of these abilities is the ability to independently determine when a person needs help and seek it.

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Psychological characteristics of the family

The psychological component that includes the characteristics of a family includes the following main points:

1. Type of upbringing (authoritarian, democratic, liberal) and its subtypes: overprotection, connivance, rejection, demandingness, love and others.
2. Description of the psychological climate in the family: stability, tension, stability of the situation, prevailing emotions and states (joy, aggression, apathy, indifference, fear, calm, etc.).
3. The degree of interest of parents in the child’s relationships with peers, his achievements, success in educational activities.
4. Availability of joint activities with the child, how leisure time is spent in the family, how parents react to the successes and failures of their son or daughter.

Based on these data, we can draw a conclusion about how effective and correct the methods of raising a child are, and whether he or she has pedagogical neglect.

Sample characteristics for a large family

Characteristics are an important document that describes the living conditions, as well as the lifestyle of a large family. It is compiled at the place of work or study so that parents can receive federal or regional awards and subsequent social benefits. The state must make sure that the family is prosperous and has the right to be awarded a medal.

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The family is complete and socially stable, but low-income. All members live in an apartment building at the address... . The place of residence and living conditions have been repeatedly checked by social services and are assessed positively. All children are provided with school supplies and can complete their homework. Everyone has their own personal space in the apartment.

1. Methods of education: authoritarian, liberal or democratic.
2. Other influences on the child: a system of rewards and punishments, the presence of a regime, strict rules and requirements.
3. General emotional situation in the house: aggressive, conflict, tense, calm, indifferent, positive, harmony and love.
4. Parents' interest in the life of their child: his interests, activities, relationships with other adults and his peers, mood and thoughts in his head.
5. The amount of free time spent together: common leisure, dinners and walks, common interests and heart-to-heart conversations.

• House size.
• Number of rooms.
• The child has his own corner and sleeping place.
• Purity.
• Cosiness.
• Amount of free space.
• Is there all the necessary furniture for relaxation, educational activities and games?
• Toys and other items and technologies for good development.

Assessing the influence of the family on the child

In this block, family characteristics include data on parental participation in the child’s school life and general conclusions are drawn.

Parents can monitor educational activities constantly, periodically, or not be interested in this issue at all. They may be motivating or indifferent to the child's desire to learn and develop their interests. The frequency of attendance at meetings and the nature of the reaction to recommendations and comments from teachers (adequate and inadequate) are also different.

General conclusions are drawn based on the data obtained: how prosperous or dysfunctional the family is in material, social and psycho-emotional terms, what aspects and how they influence the development of the child, what parents or other educators will be advised to pay attention to.

Description of work carried out with the family

In this block, the profile of the student’s family includes a description of all the work that was carried out by specialists of various profiles with the family: conversations, consultations with a psychologist, social or medical worker, trainings, seminars. It is worth mentioning all the cases when and by whom home visits were carried out, whether family members themselves sought help, and what changes did (or did not) occur as a result of all the activities.

This sample family profile is the most complete because it covers all areas of life, the characteristics of upbringing and the conditions in which the child develops.

Drawing up a description of the class team

A positive class description is compiled based on the test results conducted by the class teacher and the school psychologist.

The class teacher, analyzing the characteristics of his students, focuses on creating conditions for the full development of children and developing a sense of independence in them.

To begin with, the teacher indicates the number and age composition of the students and their learning of a foreign language. Next, you can indicate those areas that are most interesting to students. The teacher, working with the class staff, is based on the following principles of education:

• humanism;
• creation;
• conformity with nature;
• co-creation;
• individuality;
• mutual assistance and responsibility.

Peculiarities of family characteristics in the work of a psychologist

In addition to the above-mentioned aspects of parenting style and psycho-emotional state, the psychological characteristics of the family can be supplemented with other data:

• who serves as the head of the family (matriarchal or patriarchal decision-making style);
• family structure: open (they allow other people into the family’s social circle), closed (they mostly communicate only with each other), mixed;
• presence of traditions;
• who and how has the greatest influence on the child in the family, to what extent his need for protection and love is fulfilled;
• compatibility of family members according to basic parameters (temperament, character, orientation).

For this type of activity, it is advisable for a school psychologist to have the “Parental Attitude Test Questionnaire” method by Varg and Stolin in the arsenal of a school psychologist.

The problem of parent-child relationships in single-parent families

But this is also relative. A child's life with only his mother or only his father develops in him qualities that cannot be found in other children. Whether they lead to a good or bad outcome depends on a number of factors. The research problem is associated with contradictions caused by: - ​​a decrease in the size of the family and the number of children in it, a decrease in the role of the older brother and sister, the ambiguity of the influence of the older generation, on the one hand, and on the other - the increasing difficulties of socialization; - a sharp increase in the number of divorces and the defenselessness of children in situations of family breakdown. The purpose of the work is to study the problem of parent-child relationships in single-parent families. The object of the work is children from single-parent and two-parent families and their parents. The subject of this work is parent-child relationships in an incomplete family. The hypothesis for this work is that child-parent relationships in single-parent and two-parent families differ both emotionally and interactively, which leads to different results of raising children in such families. Research objectives: 1) theoretical analysis of the literature on the problem of child- parental relationships in single-parent families; 2) definition of the concept of “incomplete family” and the sources of its formation in modern psychology; 3) empirical study of the problem of parent-child relationships in single-parent families; Research methods: 1) Methodology for diagnosing parental attitudes (A.Ya. Varga, V.V. Stolin). The Parental Attitude Questionnaire (PAT) is a psychodiagnostic tool aimed at identifying parental attitudes. Parental attitude is understood as a system of various feelings towards the child, behavioral stereotypes practiced in communication with him, features of perception and understanding of the child’s character and personality, and his actions. 2) Test “Drawing of a non-existent animal”: when a child draws, he transfers and projects his inner world, self-image, onto paper. You can tell a lot about the mood and inclinations of a little artist by looking at his work. Using this test, you can understand whether a child has problems in relationships with the outside world. 3) “Family Drawing” test: this technique is aimed at identifying emotional problems and difficulties in family relationships. This is “a highly informative means of knowing the child’s personality, reflecting how the child perceives himself and other family members, what feelings he experiences in the family” (Homentauskas G.T. Using children’s drawings to study intrafamily relationships // Questions of Psychology, No. 1, 1986) . 4) Questionnaire “Parent-Child Interaction” (PCI) The questionnaire contains questions designed for families with different composition and life experiences, and the statements are suitable for both father and mother. The questionnaire contains 10 scales and an equal number of questions for each scale, except for two, which can be considered basic in parent-child relationships. The practical significance of the work is that studying the problem of parent-child relationships will reduce misunderstandings between parents and children, as in complete and single-parent families.

The theoretical significance of the work is that the relationship between parents and children is quite an important moment in the upbringing of children, their formation as individuals in society. Organization of the study: the study was conducted in 2021–2021. in Moscow, Zelenograd. In total, the study involved: 10 children aged 7 to 10 years from single-parent families and their parents (mother/father – 10 people) and 10 children aged 7 to 10 years from intact families (mother/father – 10 people) . The subjects were students in grades 1-3 and were divided into 2 groups. The experimental group included children from single-parent families, and the control group included children from intact families. Chapter 1. THE PROBLEM OF THE SINGLE-PARTY FAMILY IN MODERN PSYCHOLOGY 1.1. Definition of the concept of “incomplete family” The parental home for a child is the first, main and irreplaceable school of life. It is the family that has a decisive influence on the development of personality and lays the foundation of human qualities. And for this foundation to be strong, the family must be prosperous. Family well-being largely depends on whether the family is complete or incomplete. There are the most contradictory opinions about families where only the mother is involved in raising the child. Some believe that this is always bad, others argue that it makes absolutely no difference to a child who raises him, and others argue that an incomplete family even has certain advantages over a complete family, since the parent left with the children is personally responsible for everything that happens in his family and does not try to shift the blame for his own failures, miscalculations or mistakes onto other family members. To illustrate their statements, they cite numerous examples of the upbringing of wonderful (often outstanding) people who grew up without a father. Undoubtedly, each of these points of view can be equally accepted and refuted by other examples with which life abounds. Not every two-parent family is a normal environment for the full development and upbringing of a child. But still, the presence of both parents in the family helps to more successfully solve many problems related to maintaining his mental health. This has been repeatedly pointed out by experts studying the problem of single-parent families. In particular, there is a certain statistical connection between raising children in a single-parent family and their subsequent failed family life. The likelihood of marriage breakdown is greater for spouses who were raised in a single-parent family. In an incomplete family, the main thing missing for future spouses is an example of marital relations. Therefore, there is no certain opportunity for children - future spouses and parents - to form a culture of feelings and relationships characteristic of the relationship between husband and wife. Future husbands, raised without a father, often adopt a feminine type of behavior or they develop a distorted idea of ​​male behavior as aggressive, harsh, and cruel. And future wives who grew up without a father have worse ideas about the ideal of a future spouse; in family life it is much more difficult for them to adequately understand their husband and sons.

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Student family survey card

The description of the family may be shorter and more simplified. Its sample is a form that includes the following main points:

1. Information about parents and other people living with the family.
2. Address and general characteristics of the premises.
3. Social status of the family.
4. Material security of its members.
5. What kind of help is needed (material, psychological, medical).
6. What types of work were carried out with the family.

The survey card is also a characteristic of the family. The sample differs only in the lack of data on the moral and psychological image of the family and conclusions about the socio-psychological comfort of the student.

Characteristics of dysfunctional families

Characteristics of a dysfunctional family include the same basic data regarding age, employment, material well-being of all its members, the state of the place of residence, socio-psychological image, methods of working with the family and conclusions.

However, in this case, the emphasis is placed on what type of dysfunctional families this one belongs to, the causes of difficulties, and the features of their influence on the development and upbringing of the child. If the family is financially disadvantaged (loss of a breadwinner, having many children with the impossibility of full financial support for all members, etc.), the appropriate assistance offered is described (repairs, free meals for the child in the canteen, etc.).

If the family is socially or psychologically dysfunctional (addictions, violence, serious illnesses of significant loved ones), then the characteristics of dysfunctional families should be supplemented with information about what help was provided to the child, what services did to work with the minor to help him cope with difficult life circumstances.

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What does the characteristic of a student from a disadvantaged family include?

It should be added that if a specialist is dealing with a child from a disadvantaged family, the characteristics of the family itself should be followed by the characteristics of the student. This is due to the fact that such a child may experience significant difficulties in adapting to an educational institution, which will naturally affect academic performance and relationships in the team. Such a child needs special attention from the teaching staff and, possibly, assistance from related specialists.

If the characteristics of the student’s family describe in this case the causes and development of the difficulties that its members encountered, then the characteristics of the child should show how these difficulties are reflected on him. These are the prevailing mood, personality traits, motivation to study, neatness, organization, desire to communicate, having friends, discipline, attitude to assignments and social activities, attitude to criticism, status in the team, presence of bad habits and other aspects.

The characteristics of a student’s family should be a resource with which one can not only identify, but also prevent possible difficulties in the development of the younger generation.

Components of a psychological and pedagogical description of a child

What does a positive characteristic for a schoolgirl or student of a general education institution include? Before giving a specific example, let us highlight the main points that are important to indicate.

First, general information about the child is indicated: last name, first name, date and place of birth, home address. Next, the year of admission to this institution is noted, as well as the number of full years of study at the educational institution.

It is necessary to describe family relationships, material and social conditions. If you need a positive characteristic for the military registration and enlistment office, it is worth noting the characteristics of physical development, the presence of pathologies and deviations.

Special attention in the psychological and pedagogical description is given to motor skills, movement disorders: disinhibition, paresis, stiffness, coordination of movements, hearing and vision, fatigue, chronic diseases.

Positive characteristics of a person entering a prestigious military school also include a description of the specifics of cognitive activity, an indication of attention, and resistance to long-term work. The teacher notes auditory, visual, tactile perceptions, the specifics of memory: completeness, speed, quality of assimilation of the material.

What else should the characteristics of a student in the class contain? A positive feature that must be noted in the description is thinking. The teacher indicates the level of developed skills of analysis and synthesis, as well as the ability to specify and generalize.

You can also note the child’s vocabulary, the characteristics of his emotional-volitional sphere. The teacher notes the degree of emotional stability, depth, and stability of feelings.

A sample positive characteristic contains a description of the skills of self-analysis and self-control, planning of educational and extracurricular activities.

Leadership qualities, personality orientation, self-esteem, level of aspirations, and interests are noted.

The child’s conflict level, attitude towards work, and extracurricular interests are also noted. The description ends with conclusions and recommendations.