The technique was developed by E. Yu. Korzhova
Purpose: in-depth psychodiagnostics of the subjective picture of the life path.
Instructions: List the most important events that have happened in your life, as well as those that you expect in the future. Every event, both happened and expected, was (will be) joyful or sad. Try to express your attitude towards the events you indicated, rating joyful ones from +1 to + 5, and sad ones from -1 to -5. Mark the approximate dates of the events next to them.
Data processing and interpretation: processing is carried out using special tables and includes several stages. The number of happy, sad, past, future events and events in general is determined. Next, the total “weight” of joyful, sad, past, future events and events in general is revealed. Then the average time of anticipation and retrospection of events is determined (calculated separately for joyful, sad and in general). Finally, a meaningful analysis is carried out taking into account the types (spheres) of events.
For each area, the total number of events is calculated, as well as the “weight” of joyful (desirable) and “weight” of sad (undesirable) events. In addition, the number of types of events was calculated, which made it possible to assess the thematic diversity of the subjective picture of an individual’s life path.
Types of events:
v Parental family
v Place of residence
v Health
v Society
v Study, advanced training
v Nature
v Leisure, entertainment
Methodology “Historical Memory”
Technique Tregubenko I. Purpose: psychodiagnostics of individual historical memories.
Instructions: Remember and describe some socio-political or cultural event in Russia or the world that you remember. It doesn’t matter how accurately you know it, the main thing is that for some reason you remember it. You could have participated in this event, seen it, or simply heard it from someone. This is not a knowledge test. Describe the event and your thoughts and feelings about it.
In addition, the instructions included two questions: Who were you named after? and Who do you associate your name with?
Processing and interpretation:
In the process of analyzing memories, it is determined event type(the area to which it relates). Events can be socio-political, that is, related to political, economic and social life; cultural events – related to cultural life, art, science, sports; and, finally, natural events, which include earthquakes, floods, man-made disasters. Next, we indicate whether the event is domestic or foreign.
The next parameter is type of autobiographical memory: bright, important, turning point.
The next indicator of historical memory is psychological position person regarding the event, namely Participant, Contemporary, Eyewitness and Heir of historical experience.
The next parameter for analyzing memories is "strength-weakness" situation.
The next memory parameter is object and subject position of the individual in memories.
P redicates in the text of memoirs, that is, words that denote actions (usually verbs). Predicates are of two types: external - describe actions that can be seen and/or heard; internal - known only to the one who experiences the situation (know, want, understand, and so on). Thus, it is possible to determine which type of predicates predominate in the respondents’ stories.
Another characteristic - inclusion of elements of one’s own biography in the description of a historical event.
A special type of historical memories is a “situational response.” The respondent talks about some current socio-political event, which is covered in the media and has a certain public resonance (for example, the renaming of the police to the police).
Memories can also be classified according to the prevailing emotions in the descriptions. Thus, they can be negative (emotionally negative), positive (emotionally positive), ambivalent (both positive and negative emotions are presented) and neutral (attitude not described).
Finally, memory has a certain actant structure, that is, it includes actors (according to the scheme proposed by Alfred Adler). First of all, the self of the rememberer may be present in the text. Options are possible here: a person refers to himself as an acting (thinking, feeling) person (“I-situations”). Another option is when the narrator unites with someone, forming the so-called “We-situations” (A. Adler’s term). In A. Adler’s concept, it is the “we” position in memories that indicates the development of social feeling, that is, when a person has a tendency to carry out certain activities in cooperation with other people, as well as to be useful to society.
In addition, memories may include:
The figures of the parents (both together and separately, father and mother) - their combination in the above story indicates the small age of the respondent at the time of the event;
Figures of relatives (a special case with grandparents, since they are often conduits of historical memory for the younger generation);
The figures are friends, although they are;
Finally, other people may be present, both known and unknown to the narrator.
Psychological autobiography- a collective name for a large group of methods for obtaining biographical information from the person being studied. These methods make it possible to obtain psychological history data, information about the most important events and stages of a person’s life path, about her attitude to what she has lived through, and about the characteristics of her anticipation.
General information (gender, age, education, marital status, professional information, health status, etc.) can be obtained through conversation, questionnaires, and biographical questionnaires. Specific information (assessment of past and possible future events, attitude towards oneself and others, subjective perception of one’s life path, etc.) is obtained in various ways. The most common and simple one is an oral or written narrative about one’s life with a simultaneous description of one’s mental state during the corresponding periods.
The narration can be facilitated with the help of a presentation scheme offered to the subject. The diagram contains separate reference points related to different age periods of a person’s life and to different areas his activities.
A popular technique in such studies is self-portrait. The subject is asked to draw a straight horizontal line, the extreme points of which represent birth and death. On a segment, the subject chooses a point corresponding to a given moment in his life. Thus, he correlates his past and future, evaluates his temporary capabilities. In these two areas, he marks the most important events: those that happened in the past and those expected in the future. It is advisable to accompany these milestones with an emotional assessment.
Another well-known trick is controlled fantasy. It can be carried out in different ways. For example, “getting used to” your imaginary image in old age and summing up your life. Or "accelerating time" by repeatedly imagining yourself older and older,
Among the latest developments, we point out method of E. Yu. Korzhova, proposed in 1994 to identify the self-perception of a person's life path. The biographer's answers and descriptions relate to his past, present and possible future, but mainly to the events of his recent past. A procedure is provided for the formalization and unification of autobiographical material, which makes it possible to quantitative presentation. The methods of data interpretation offered by the methodology allow it to be classified as event-biographical methods. And since in the analysis of the material the personal meaning (that is, the meaning) of the answers comes to the fore:
then this technique (as well as the method of psychological autobiography in general) can be classified as a group of expressive projective methods. The author has developed criteria for data analysis. When interpreting, the following features of an individual’s perception of events are taken into account: 1) formal characteristics - the productivity of reproducing images of the past and future; the significance of this event for oneself in comparison with others; desirability of events; the degree of influence of events on the subsequent course of the subject’s life; the time of their anticipation (anticipation) and retrospection; 2) content characteristics - type and type of significant events; their “originality-popularity” (frequency of occurrence); their “strength-weakness” (predominant influence of personal or situational variables). The subjective picture of the life path is considered as a holistic image of human existence: sensations, perceptions, emotional and intellectual experiences and assessments own life and ultimately the attitude towards it. A number of components of this internal picture of one’s life are subject to analysis: 1) somatic (bodily) component - attitude to one’s health, age, changes in both, etc.; 2) personal (individual psychological) component - attitude towards oneself as an individual; 3) situational (socio-psychological) component - attitude to life situations in which a given person was included. The results for a particular subject are compared with the normative ones obtained for groups of somatically healthy and sick people. Healthy people are differentiated into two professional groups: teachers and engineering and technical workers (E&T). The technique allows for the diagnosis of mental conditions. It can be used for both individual and group research and examination.
The subject of the biographical method is the life path of a person, during which a personality is formed, a complex process of becoming an individual occurs, his introduction to social norms, the formation of readiness to perform various role functions, the development of individual values, worldview, character and abilities of a person.
The multidimensionality of a person’s biography, which includes a set of activities and relationships, roles and functions, determines the complexity of the method. In order to cover all this diversity and obtain reliable information, a system of specific methods is required.
The main sources of biographical data are:
official biographical documents(characteristics, autobiographies, etc.);
practical results of activities(activity in social work, success in fulfilling various standards and tasks, etc.);
autobiographical data(autobiography, biographical questionnaire, conversation).
The collection of biographical material begins with the study of official documents of the personal file. Main purpose of analysis documentation can be defined as receiving information about biographical information, condition health, moral and individual psychological qualities, military professional orientation and preparedness of a serviceman. Working with documents helps to form a preliminary, but rather holistic, picture of the subject. Analysis of the practical results of its activities makes it possible to obtain degree information formation of the studied qualities. In autobiography the soldier must pay attention to his character communication with others, social activity, interests and inclinations, military-professional orientation. An autobiography allows you to trace a holistic picture of your life’s path, based on memories.
One of the main methods of collecting information is biographical profile, which quite fully allows us to obtain exact dates and objective facts of life, assess orientation, inclinations, moral and other individual psychological qualities young man, determine their compliance with the content of professional activity.
The obtained material can be expanded and clarified during individual conversation.
Biographical data obtained using various methods is organized in a chronological table to facilitate subsequent analysis.
Using a chronological table, a dynamic analysis of various forms of individual activity, the development of his interests and inclinations are carried out.
Qualitative processing of all biographical material comes down to the interpretation and description of the personality according to vital indicators, to the assessment of its orientation, character, abilities, inclinations, etc. The main task of interpreting a life path is to establish the sequential emergence of personality traits and characteristics, their expression, and their dependence on certain biographical factors. Main directions for interpreting biographical material are:
determination of development factors for a given subject(development environment, human activity, etc.);
determination of individual phases of life path;
analysis of the structure of factors in each phase;
identifying connections between phases of individual development.
§ 1. General characteristics of the methodology
“Psychological autobiography” belongs to the group of situational psychodiagnostic techniques. Situational psychodiagnostics, which relates to the psychodiagnostics of an individual’s adaptive capabilities, is aimed at identifying the characteristics of the situational component of the internal picture of the life path (see Chapter 4) - one of the indicators of the functioning of the adaptation process. We believe that the components of the internal picture of the life path can be included in the system of basic indicators underlying the data obtained in a psychodiagnostic study. A system of such indicators should be distinguished in accordance with the concept of measured individuality (L. F. Burlachuk, E. Yu. Korzhova), according to which a person in the process of psychodiagnostic research appears primarily as an individual. In this case, a special form of personality description arises - measured individuality. The theory of measured individuality refers to theories of the “middle-range” (the term was introduced by P. Merton in 1947 during a controversy with T. Parsons) - bridges between empirical material and general theory.
Theoretical models represent indirect knowledge, while the theory of measured individuality “grows” from the directly observed results of psychodiagnostic research.
“Psychological autobiography” was developed to assess the situational characteristics of an individual’s life path.
This is an expressive projective technique for exploring experiences associated with the most significant areas life. The technique allows us to identify the peculiarities of perception of significant life situations, namely the most important events in a person’s life. These are special situations that are closely related to the personality of the subject. Naming significant events in his life, a person refracts them through his “I”. Thus, the technique provides the opportunity to study the most significantly personality-related features of the psychological environment, according to R. Barker, or the characteristics of the perception of situations, according to D. Magnuason, or subjective situations, according to R. Stebbins ( R. Stebbine), in human life. The focus of the methodology on studying the life path, the methods of interpreting quantitative indicators make it possible to classify “Psychological Autobiography” as a method of the event-biographical approach (see Chapter 1, §3), while the ways of creating the methodology, as well as, accordingly, the quantitative parameters proposed for analysis (1 - 4A) are in many ways consonant with the traditional methods of conducting research on a widespread event trend abroad, focused on the analysis of events of the recent past (see Chapter 1, §4). Thus, “Psychological Autobiography” is based on two main approaches to the study of situations and can serve as a clear example of their interaction.
BIOGRAPHICAL METHODS
Biography as a form scientific research and the life path of a person as its subject are found in philosophy, sociology, history of science, psychology and other humanities. This is not surprising, since each of these disciplines tries in its own way to answer questions concerning the circumstances and essence of human existence, and therefore must inevitably touch upon the problem of individual life.
So, for a sociologist biography analysis is one of the ways to study the life path of a representative of a certain social stratum in a specific historical era. The biographical method in sociology allows us to identify the patterns of social processes in individual life, as well as the mechanism of events in an individual life in the trend of social development.
When processing biographical material, individual biographies are superimposed on each other, as a result, common and atypical points are highlighted.
For the purposes of sociological research, biograms are also used, which American sociologist T. Abel defines it as a story about one’s own life, written by a person representing a certain social group and compiled in accordance with a certain scheme specified by a sociologist. A biography becomes a biogram when it is combined with the biographies of other members of the same social community.
It should be noted that in psychology there is no consensus regarding the goals, objectives and methods of applying the biographical method. There are at least three different meanings, in which the very concept of “biographical methods” is used.
In its broadest meaning, biographical methods are a special conceptual approach to the study of personality, based on the idea that a person is a “product” of his own biography or life story. In this capacity, biographical methods are much more than a tool for studying individual functions or personality traits. It embodies a specific principle of personality analysis: through the history of its development and formation.
This approach was initially developed within the framework of psychoanalysis, and in the twentieth century, the analysis of personality through its life path was presented in the works of N.A. Rybnikova, S.L. Rubinshteina, B.G. Ananyeva.
So, the essence of the biographical method in the first sense is to answer the question from what life events and through what mechanisms a specific personality is born and how in the future she builds her own destiny. As a special methodological principle psychological analysis The biographical method consists in reconstructing events and choices that are significant for the individual, building their cause-and-effect sequence and identifying their influence on the further course of life.
In the second meaning, the biographical method also means any use of biographical materials - autobiographies, diaries, eyewitness accounts, biographical questionnaires, etc. - for a wide variety of research and practical purposes. Among these goals, G. Allport names the collection of phenomenological data, the study of the mental life of adults, the compilation of various typologies, the illustration of various theoretical positions in psychology, and many others.
Finally, in its third, most narrow meaning, the biographical method is obtaining information of interest to the psychologist from already existing biographical reference books, collections, etc. For example, K. Cox, R. Cattell, J. Cattell used similar biographical sources to highlight the traits inherent in a creative personality.
The biographical method in its last two meanings can serve as an auxiliary tool for studying certain aspects of human life and activity.
As mentioned above, there is no single view on understanding biographical methods, so we present several of the most common definitions of this concept.
1. Biographical methods in psychology (from Greek bios – life, grapho – I am writing) are methods of research, diagnosis, correction and design of an individual’s life path.
2. Biographical methods are qualitative methods that are based on the fundamental hypothesis (assumption) that it is possible to restore and study social reality, social facts through the analysis of biographical materials and events stored in them, through assessments, reviews, opinions and attitudes. The basis of this hypothesis is the fact that human action is determined by passage through objective social conditions, and this is reflected in the subjective phenomenon of consciousness.
3. Biographical data in sociology is the main source of detailed and motivational descriptions of the “history” of an individual. A type of ethnographic method.
4. The biographical method is a method of synthetically describing a person as an individual and subject of activity. Currently, it is the only method that allows us to study personality in the process of development. The biographical method is historical and at the same time genetic, as it allows one to trace the dynamics of one’s life path.
The subject of the biographical method is the life path - the history of the individual and the subject of activity.
Sources of biographical data are:
1. the person being studied;
2. people who know him;
3. products of its activities;
4. historical and literary sources;
5. materials that in one way or another record the events of a person’s personal life or accompanying social events (film, photo, biblio, audio documents), for example: family archives; correspondence; contemporary publications of this person;
6. data on residence, place and nature professional activity or leisure, etc.;
7. living and working environment (house and accompanying natural architectural surroundings, exterior and interior);
8. personal belongings (clothing, tools, household items, jewelry and insignia, personal books, etc.).
It is the source of information that primarily determines the specifics of the biographical method used. Thus, information coming from the object of study itself is obtained using autobiographical techniques in the form of: spontaneous or provoked autobiographies (including in the form of memories and memoirs), questionnaires, interviews, testing, conversations. It is the source of information that primarily determines the specifics of the biographical method used. Thus, information coming from the object of study itself is obtained using autobiographical techniques in the form of: spontaneous or provoked autobiographies (including in the form of memories and memoirs), questionnaires, interviews, testing, conversations.
An autobiography can be intended for further publication (characterized by greater factual reliability) and for a narrow circle of close people - in this case, it is characterized by a high degree of disclosure of personal attitude to the experience, the desire to motivate choices and actions. Highlight the following types autobiographies: complete, thematic, edited.
Biographical interview represents a life narrative as a kind of stage performance (E. Goffman’s metaphor) about oneself and one’s life. A biographical interview allows you to organize your story and pay sufficient attention to all areas life cycle(childhood, adolescence, etc.) and all areas of life experience (family, career, etc.) that are significant for a person and are of interest to the researcher. A biographical interview is conducted to reveal the social identification of the respondent.
Eyewitness testimony is collected through questioning, conversation, and studying their memories of the person of interest.
The study of the products of activity can be carried out either purely descriptively or using methods of qualitative and quantitative processing and interpretation of data.
It is effective to use content analysis of the literary, journalistic, epistolary heritage of the person being studied (works, diaries, letters).
Positive in the biographical method: greater reliability in describing the personal basis of events.
The main objection to the biographical method states that an autobiography is a story reconstructed by a subject at a certain period of life, therefore, biases and errors are likely that are caused by the desire to rationally motivate any action from the point of view of today's worldview, and the need to give a narrative literary form. Personal concealment of information and subjectivity in the presentation of material are also possible. So, if the autobiographical restoration of facts and reality does not convey an objective picture, a methodological problem arises of restoring stable objective structures of this reality and facts. This hermeneutical problem has not yet been satisfactorily resolved. Assessing the performance of the biographical method is controversial. If biographical material cannot be assessed as an objective restoration of reality and facts, then with the subjective processing of social reality and social processes, the biographical method cannot have great importance for scientific formulation of questions.
To avoid this, autobiographical data is interpreted in the context of information obtained from other sources. Thus, the shortcomings of this method - descriptiveness and the susceptibility of the past to memory errors - can be corrected by more objective data from a comprehensive personality study.
Very often the biographical method is compared with the participant observation method, but there are significant differences between them:
· The biographical method focuses on unique aspects of a person's (sometimes group, organization) life story, a subjective personal approach to describing life, career, love story, etc.
· The focus of the biographical method is a documentary or oral description of events from the point of view of the incident itself.
The importance of biographical methods:
1. An individual “life story” can become the basis for studying the ways of “living” life events: individual crises, turning points in life’s path, and socio-historical situations.
2. Life history is used in gender studies and allows for an in-depth study of the characteristics of male and female behavior patterns in certain social communities.
3. Biographical narratives in their entirety (as a collective experience of “living”) can become the subject of analysis of a certain social situation. They allow us to describe social problems that emerge behind similar circumstances, behind the general social practices of people.
4. Life history allows you to study inner world subject, his life program and scenario.
5. Biographical methods can be used to study the psychology of a criminal.
Thus, the biographical method allows:
· reveal the subject’s inner world;
· reconstruct life programs and scenarios for the development of personality, the spatial and temporal organization of its business, family, spiritual life, natural and social spheres;
· design the life path of an individual.
Application:
Biographical methods are actively used in sociological and psychological research. The main areas of application of biographical methods are personality psychology, differential psychology, historical psychology. Some modifications of biographical methods are used to diagnose mental conditions.
Modern biographical methods, based on the study of the individual in the context of history and prospects for the development of his individual existence and relationships with significant others, are aimed at reconstructing life programs and scenarios for the development of the individual, the spatio-temporal organization of his business, family, spiritual life, natural and social environment.
Nikandrov notes that under the single name “Biographical method” several different methods for collecting biographical information are combined. The current situation is due to the fact that each individual biographical technique has the characteristics of several empirical methods simultaneously and is applicable to collecting information from different sources. That is, the difficulties of classifying this group of methods are obvious. The author tried to differentiate all methods by the type of information source.
Let's consider four such varieties: psychobiography, causometry, formalized biographical questionnaire, psychological autobiography.
Psychobiography
This is a method of psychological analysis of personality, based on biographical information. This method was developed within the framework of Freudianism and, therefore, it is characterized by the biologization of mental phenomena and the psychologization of social ones. In psychoanalysis, personality was viewed as a derivative of psychologically significant events that occurred in early childhood. Such events were considered various psychological conflicts, psychotraumatic situations, impressions and experiences that were recognized as decisive for subsequent stages of personal development. Their role and embodiment in the characteristics of a mature personality and its activities were traced. The method was first used to describe the personality of US President William Wilson. At the moment, all American presidents and many politicians are examined by this method.
In Soviet psychology, this method was not included in the biographical method, but was opposed to it as methodologically unacceptable.
Causemetry
Causemetry (from lat. Causa - reason) is one of the biographical methods designed to study the subjective picture of a person’s life path and psychological time.
The method was proposed in 1982 by E.I. Golovakha and A.A. Kronik. With its help, not only the past stages of a person’s life can be described, but also the expected future. The research is conducted in the form of an interview, which consists of six procedures: biographical warm-up; creating a list of significant events; their dating; causal analysis of the relationships between these events; target analysis; designation of spheres of event affiliation. Additionally, an assessment is made of the emotional attractiveness of events, their distance to the past and future, and their significance “for oneself” and “for others,” as well as the localization of a personal time center.
The results of the interview are depicted in the form of a causogram - a graph of events and connections between them. This gives a clear idea of the motivational status of events, their localization in calendar and psychological time, their role in the life of the person being studied, and the structure of connections between events. All this allows us to draw a conclusion about possible deformations in the picture of the life path, about the scale, meaningfulness and implementation of the interviewee’s plans. Based on these data, one can judge the characteristics of his lifestyle and satisfaction with his past, present, and future.
Causemetry is applicable for researching both individual and shared life paths, for analyzing and correcting life scenarios in psychotherapy, for designing life prospects in family, career guidance, and psychohygienic consultations.
The biographical questionnaire is a specification of a large group of methods, united under the name “Biographical Questionnaires”. These questionnaires usually reveal objective indicators of a person's life path. Sometimes they also include questions of a subjective nature.
The questionnaire usually reflects the following main groups of biographical data:
1. life course data;
2. stages of socialization (nurseries, kindergarten, school, university, work collectives, etc.);
3. development environment (place of residence, educational institutions, production organizations);
4. interests and favorite activities at different periods of life;
5. state of health (including previous diseases).
Before filling out the questionnaire, the subject undergoes instruction, where he is instructed to give comprehensive, accurate and frank answers. Based on the questionnaire data, it is possible to compile a chronological table of personal development, in which chronological order The life events of a person and his experiences associated with them are indicated. Interpretation of the results involves an analysis of social situations of personality development, the emotional background and orientation of the individual at different stages of life, main conflicts and driving forces personality development.
Psychological autobiography
Psychological autobiography is the collective name for a large group of methods for obtaining biographical information from the person being studied. These methods make it possible to obtain psychological history data, information about the most important events and stages of a person’s life path, about her attitude to what she has lived through, and about the characteristics of her anticipation.
Autobiography (an oral or written narration about one’s life with a simultaneous description of one’s mental state during the relevant periods) is the most common and simple method of obtaining specific information.
In order to facilitate the work of the subject, he can be offered an answer scheme that contains separate reference points from different periods of his life.
Often in such studies the technique of self-portrait is used. The subject is asked to draw a straight horizontal segment, the extreme points of which identify birth and death. On the segment, the subject selects a point corresponding to a given moment in his life. Thus, he correlates his past and future, evaluates his temporary capabilities. In these two areas, he marks the most important events: those that happened in the past and those expected in the future.
Another technique is controlled fantasy. It can be carried out in different options. For example, a person is asked to get used to his image in old age and analyze his life path.
In 1994 E.Yu. Korzhova proposed a methodology for studying the self-perception of an individual’s life path. The biographer's answers and descriptions relate to his past, present and possible future. A procedure is provided for the formalization and unification of autobiographical material, which makes it possible to present it quantitatively. Based on the methods of data interpretation, this technique can be classified as event-biographical methods. Since in the analysis of the material the first place comes personal meaning answers can be attributed to the group of expressive projective methods. When interpreting, the following features of the individual’s perception of events are taken into account:
1. formal characteristics – productivity of reproducing images of the past and future; the significance of this event for oneself and others.
2. content characteristics – type and type of significant events.
The subjective picture of the life path is considered as a holistic image of human existence: sensations, perceptions, emotional and intellectual experiences and assessments of one’s own life and, ultimately, attitude towards it. A number of components of this internal picture of one’s life are subject to analysis:
1. somatic component;
2. personal component;
3. situational component.
The results for a specific subject are compared with normative data obtained for groups of somatically healthy and sick people. Healthy people are differentiated into two professional groups: teachers and engineering and technical workers. The technique allows for the diagnosis of mental conditions. It can be used for both individual and group research and examination.
N Denzinproposed a general scheme for analyzing and describing life stories, which includes the following steps:
1. Select problems and hypotheses that can be investigated and tested using life history.
2. Select the subject or subjects and determine in what form the biographical information will be collected.
3. Describe objective events and experiences from the subject’s life that are relevant to the problem you are interested in. These events must be assessed in terms of various sources and perspectives in such a way that contradictions, inconsistencies and irregularities become apparent.
4. Obtain from the subject his or her interpretations of these events, following a natural or chronological order.
5. Analyze all statements and messages for their internal and external validity (check the reliability of sources).
6. Make a final decision on the credibility of the above-mentioned sources and prioritize sources for subsequent hypothesis testing.
7. Start testing pre-formulated hypotheses and searching for refuting examples. Continue to modify these hypotheses, come up with new ones, and test them.
8. Make a rough sketch of the entire life history and present it to subjects to study their reactions.
9. Revise the research report, presenting events in their natural sequence and taking into account the comments of the subjects being studied. Present in the report the hypotheses and assumptions that have been confirmed. In conclusion, dwell on the theoretical significance of your conclusions and prospects for further research.
History of the application of the biographical method in sociological and socio-psychological research has almost a century-old history.
Among the first to use the biographical method in their works were the founders of the empirical study of values, William Thomas and Florian Znaniecki. The book by these authors, “The Polish Peasant in Europe and America,” describes the results of an empirical study of the values of Polish peasants who previously lived in Poland and emigrated to America. The authors chose personal documents as the object of the study: letters, diaries, autobiographies.
Almost simultaneously with William Thomas and Florian Znaniecki, Charlotte Bühler did a lot of work at the University of Psychology in Vienna, also based on the use of the biographical method. Her book “The Life Path of a Personality as a Psychological Problem”, in which, based on large empirical research the main stages of a person’s life path were formulated, methods for analyzing biographical material were proposed, methods for quantitative processing of biographical data were given, and to this day it is a classic work for biographical psychologists.
In 1918, an interesting work by the Russian scientist N.A. was published. Rybnikov, which was called “Biographical Method”. He believed that it was the study of biography, which he understood as the history of the development of a complex of psychophysiological, mental and socio-psychological properties, that would reveal the general and immutable patterns of human spiritual development. However, in practice, in full harmony with the first post-revolutionary years, the researcher’s task was to demonstrate the direct and immediate impact of social changes on personality development. For Rybnikov, the path of life was the story of the realization of the abilities inherent in a person in specific socio-historical conditions that prevent or favor their manifestation. Therefore, the role of such determinants of life path as social origin, material conditions, events in social life, etc. was exaggerated, which brings this approach closer to the sociological view of biography.
At the same time, N.A. Rybnikov pointed out the enormous possibilities of using biographical methods to study human potential. Unfortunately, biographical studies of N.A. Rybnikov did not receive further development, because had no psychological concept behind it.
The beginning of a deep understanding of the life path as one of the categories of psychology was laid by S.L. Rubinstein and then became the central point of B.G.’s research. Ananyeva. Today he owns the most comprehensive, although not indisputable, concept of the life path as a movement from an individual to a personality. He also formulated the idea of the life path as a specifically human way of individual development. It was the works of Rubinstein and Ananyev that laid down a fundamentally new view, according to which a person is not only a product of his biography, but also its subject, i.e. active creator.
The development of the biographical method has important in the system of formation of human knowledge and complex psychological study of man as an individual, personality, subject of activity, begun by Academician B.G. Ananyev in 1968 and continued by his students N.V. Loginova, N.M. Vladimirova, L.A. Golovleva et al.
Later researchers, representatives of the so-called humanistic psychology A. Maslow, V. Frankl, K. Rogers, G. Allport, in their works on the study of values, also widely used the biographical method in one or another of its varieties.
Currently, the biographical method is increasingly used by Russian sociologists. A major role in the “return” of the biographical method to the field of scientific methods was played by the works of V. Semenova, E. Meshcherkina, A. Vardomatsky, E. Zdravomyslova.
In the introduction to the collection “Biographical Method,” E. Meshcherkina explains the significance of this method for sociological research: “The emergence of interest in the biographical method in Russian sociology is far from accidental. This was facilitated both by changes in sociological science itself and by more general social phenomena. The shift to a humanistic actualization of the triple focus of sociology, as well as the growing dissatisfaction among researchers with the superficiality of mass sociological surveys, the rapidly changing social context in Russia, provoked an appeal to new methods of studying behavior and consciousness, which are fundamentally open; inductively, based on research practice, they come to meaningful conclusions and criteria. The focus of one of these methods of biographical research is the subjective experience, behavior, and actions of a person. In this sense, biographical research is a broad thematization of subjectivity.
In addition, turning to biographies as a method of collecting socially significant information is a reflection of certain historical changes in social life. In contrast to ideas about the “end of the individual,” other sociologists argue that the process of individualization continues today and includes even those groups (for example, women) that previously stood on the margins. As a result of numerous discussions, it became clear: “concentration on subjectivity does not destroy the sociological perspective.”
The position expressed by E. Meshcherkina is supported by E. Zdravomyslova. In her article “Collective Biography of Contemporary Russian Feminists,” she characterizes the value of the biographical method for sociological research as follows: “Life history seems to me to be an adequate method for studying participation in social movements and collective action in general. In my opinion, this method allows the researcher to study not only the motivation for participation in the movement, but also to highlight those socialization factors that contributed to the formation of the identity of Russian feminists. The biographical method is new for the study of social movements in Russia...".
The use of the biographical method involves several models of its implementation. It would be a mistake to think that this method The method does not imply special research procedures that take into account the individual characteristics of the groups being studied as much as possible.
The biographical method can be implemented using personal documents or in the form of a biographical interview, as in the study of Elena Zdravomyslova, who gives interesting description sequence of procedures used “Conducting biographical interviews involves guiding the narrative on the part of the researcher. In this case, we used a procedure containing the following sequence of steps. Initially, each respondent was told the purpose of the project - to study the biographies of modern feminists.
Then the task was formulated (“please tell us about yourself”) and the total time of the conversation was determined (at least one and a half hours). In response, an autobiography was presented and recorded, that is, the author’s story about his own life, or narrative. During the story, the interviewer-researcher asked clarifying questions related to the different stages of primary and secondary socialization. At the end of the story, the interviewer addressed those periods of the life cycle and those lifestyle circumstances that the narrator had missed.”
The given description of the technique of using a biographical interview as a research method clearly illustrates the variety of possibilities it contains for studying individuals and entire groups. At the same time, we must remember the limitations that opponents of the use of this method in sociology have repeatedly pointed out.
Andrei Vardomatsky developed a type of biographical method for “value” research, the so-called axiobiographical method. It is focused on identifying life values, i.e. those values “that determine a person’s life path over fairly large periods of biography, and represent strategic determinants of an individual’s behavior, both in time and in value space.”
The axiobiographical technique is a semi-structured interview. Its flexibility and non-formalization make it possible to overcome the limitations characteristic of formalized methods used, for example, in the works of Rokeach, Allport, Vernon, Lindsay, where the same sets of values are given for different social groups. The axiobiographical method, as opposed to the above, allows us to identify a system of value coordinates that is adequate to a specific social group, and its implementation involves a small sample (up to 30 people). The study, as a rule, takes place on the most talented, elite, representatives of a given group who are inclined to reflect their social environment, who more easily verbalize the specifics of the life values of their groups.
This method is based on the gradual identification of values of a high level of generalization and the compilation of a list of values in individualized formulations, for which the synonymization procedure is then used, or the reduction of groups of similar individual formulations to standardized ones, which are subsequently used for measurements on a representative sample. Compression of the “value series” can also occur based on the frequency of occurrence of a particular value.
“The axiobiographical technique,” writes A. Vardomatsky, “is a kind of “fishing rod” that allows you to draw out the value background behind the biographical event.”
The indirect nature of the value dimension makes this technique, along with the methods of free associations and unfinished sentences, one of the promising methods for studying “internal personal space.”
Known limitations for the wide dissemination of this technique in scientific practice are, on the one hand, its high labor intensity and the required high level professionalism of the researcher, on the other - a high degree of research subjectivity. However, neither one nor the other limitation can detract from the opportunities that this method opens up for the study of personal structure, freeing the complex world of values from an excess of standardized procedures, in some cases only creating the illusion of scientificity.
A more active penetration of mixed methodological techniques into sociology will allow, in my opinion, to enrich its research data bank with new results that are more consistent with the nature of the reality in which they exist and develop.
Application
Information about the history of the child's mental development.
Scheme of psychological analysis.
1. Personal details of the child and basic information about the family. Date of birth and exact age at the time of examination of the child. Full composition family, indicating the age, education and nature of work of all family members, as well as other persons actually involved in raising the child. Changes in family composition since the birth of the child (death of some family members, appearance of new family members (stepfather, stepmother), birth of brothers and sisters). The child's subjective reaction to these events. General information about the housing, material and living conditions of the family.
2. General information about the conditions of child development before and immediately after birth. How was the pregnancy and childbirth? Were there any risk factors during pregnancy? Was there a birth trauma? Did the baby immediately cry when born? If there is a suspicion of the presence of organic or other disorders that are within the competence of physicians, the psychologist must find out whether there is a medical report.
3. The child’s health status at the time of the examination. Past illnesses. The presence of injuries and operations, chronic diseases. Cases of hospitalization. Registering the child with a psychoneurologist or other specialists. Peculiarities of sleep and nutrition of a child from the moment of birth.
4. Where and by whom was the child raised from the moment of birth? Who cared for the child during the first two years of life? Placement of the child in a nursery, kindergarten or other children's institutions (indicate the timing and type of institution, for example, round-the-clock or daytime, special - speech therapy, for children with neurological diseases, etc.) How the child got used to the preschool institution, how the relationship with the children developed, were any complaints from teachers? Were there any sudden changes in the environment in which the child lived (for example, moving), frequent or prolonged separations from parents? The child's reaction to them.
5. Development in infancy and early age(up to three years inclusive). Features of motor development. The timing of the appearance of the main sensorimotor reactions: when the child began to sit, stand, walk, etc. General emotional tone. Speech development: timing of the appearance of the first words, phrases, activity of verbal communication. Activity in exploring the environment, curiosity. Attitude towards close and unfamiliar adults. Mastery of objective actions (when he learned to eat and dress independently). Time frame for developing self-service skills. When and how were they taught to be neat? What difficulties were observed in the child’s behavior? Favorite activities and games.
6. Child development in pre-life school age. Child's favorite activities. What games does your child like to play and with whom? Does he like to draw, at what age, what? Does he like to listen to fairy tales, memorize poems, watch television programs? Can he read, when and how did he learn it? How physically developed? Leading hand? Are there household responsibilities? Are joint forms of activity between children and adults practiced? Relationships with peers. Relationships with family members. Typical conflicts, their frequency. Punishments and rewards from adults. The most striking character traits.
Does the child attend any clubs, studios, sections, or have any special classes? How do you spend your leisure time? Early manifestations abilities for music, drawing, etc. Are there any fears or any undesirable manifestations?
7. Child development at primary school age. At what age did you start school? Was it easy to adapt to school life? Type of visitor educational institution. Have you attended an after-school group? Was there a change of school, class and for what reason? Academic performance, attitude towards subjects. Doing homework. Relationships with classmates and teachers. Participation in the public life of the school. Presence of extracurricular activities and hobbies (clubs, sport sections etc.). Household duties. Degree of independence. The place of games, television and reading in a child’s leisure time. The most typical conflicts.
8. What else do parents want to note in their child’s life story?
Literature: G.V. Burmenskaya, O.A. Karabanova, A.G. Leaders "Age-Psychological Consulting" Moscow State University 1990
Application
Information about the child's mental development history
Psychological history diagram
Registration number…………………Date of examination……………
House. address: city……………street……………………………………………………………
house…………building……….. apartment…………………………
Child’s last name…………………….first name…………………...gender……….
Nationality………………….date of birth……………………………...
Mother: year of birth…………..who works: worker, employee, housewife (underline).
Are there any occupational hazards (what)………………………
Are there any other children: indicate gender and age
……………………………………………………………………………………………….
Father: year of birth…………………..who works: worker, employee (underline)……………………………………………………………………
Education: higher, secondary (underline)……………………………
Are there any occupational hazards (what)…………………
………………………………………………………………………………
Are there any other children: indicate gender and age……………………………
………………………………………………………………………………
The child lives with both parents (yes, no); parents are divorced (yes, no); only with mother or only with father (underline); the child is brought up in orphanage(emphasize).
Housing conditions: number of family members…………, number of rooms……….
The child has a separate room (yes, no). Does the father (yes, no), mother (yes, no), child (yes, no) smoke? Does he abuse alcohol: father (yes, no), mother (yes, no).
Diseases of relatives: (underline who has):
· Allergies: mother, father, children.
· Neurodermatitis, eczema: mother, father, children.
· Observed by a psychiatrist: mother, father, children, other relatives.
· Alcoholism…………………………………………………………………..
Specify other diseases……………………………………………………………………
Causes of death of relatives: sudden (who, at what age, diagnosis)
………………………………………………………………………………
From other reasons (who, at what age)…………………………
………………………………………………………………………………
Past illnesses:
1. colds: 4-6 times a year or more: up to 3 years, at 3-7 years; after 7 years; less four times per year: up to 3 years, at 3-7 years, after 7 years (underline).
2. childhood infections (specify at what age): chicken pox………, measles…….., scarlet fever……, epidemic. mumps………….., measles rubella, others (specify)………………………………
3. condition of ENT organs: tonsils, adenoids (normal, often inflamed, removed); tonsillitis (how many times)………….., tonsillitis…………., chronic tonsillitis (yes, no).
4. state of vision……………………………………
5. hearing status………………………………………………………
6. Head injuries (yes, no), age………….., was in hospital (yes, no), age……….., diagnosis………………………………
7. other diseases………………………………………………………………
The child’s body temperature is not ill……………………………
At what temperature does one usually suffer from colds: up to 38, above 38 (underline). Are there long-term rises in temperature up to 37.2-38 (yes, no), rises in temperature for no reason (yes, no).
Has it changed arterial pressure in the child (yes, no), if there was a change, what were his indicators: normal, low, high, digital data………………………………………………………………………………… ……
Did the child have seizures (yes, no), at what age…………., how often…….., under what circumstances (under high temperature and so on.)……………………………………………………………………………
Is it worth registering with a dispensary (yes, no), at what age……………………………., with which specialist and with what diagnosis:
Neurologist…………………………………………………………………………………
Cardiologist…………………………………………………………………
Psychiatrist……………………………………………………………………
Gastroenterologist…………………………………………………………
Neurologist…………………………………………………………………
Dentist…………………………………………………………………
Other specialists………………………………………………………………………………………
Sleep: calm, restless, difficulty falling asleep, feeling tired when waking up in the morning (underline), characteristics of dreams…………………………………………………………………………………………
Character of stool: tendency to constipation, diarrhea (underline).
Have there been any cases of fecal incontinence (yes, no).
Physical activity:
Physical education (in kindergarten, school): main group, preparatory, exempt (underline):
Takes additional classes: independently (yes, no), in a section (yes, no); how many hours a week…………has sports category………………, kind of sport……..
Information about prenatal development child:
Child: wanted, unwanted (underline).
Mother’s age during pregnancy………….What kind of pregnancy……., what kind of births………………., number of abortions………
number of miscarriages……….., stillbirths…………………. Toxicoses of pregnancy (underline as necessary, indicate the timing of pregnancy): nausea……….., vomiting………………., increased blood pressure…………………; during pregnancy: acute respiratory infections……….., rubella………….., influenza………., exacerbation of chronic diseases………………………
Taking medications………………………………………………………………………………………….
Mental trauma……………………, occupational hazards………………, smoking………….., drug addiction……………., drinking alcohol………………….., the possibility of conception under the influence of alcohol (yes, no).
Delivery term, premature, vacuum extraction, forceps, C-section, turn by the leg (underline as necessary).
Duration of labor (from the onset of contractions to birth in hours)………………….
Asphyxia (yes, no), birth trauma (yes, no), hematoma on the head (yes, no), screamed immediately (yes, no), umbilical cord entanglement around the neck (yes, no), fetal presentation breech, cephalic (underline) .
Development in the first year of life:
Calm (yes, no), restless (yes, no), frequent regurgitation (yes, no). Breast-feeding for…………..months. He has been holding his head since ………….months, sitting independently since …………..months, walking since ……………….months. Tracks the movement of objects with the eyes with……. Months, enough items from ………..months. “Revival Complex” from……months. Humming since …..months, babbling since …….months, first words since ….months, phrasal speech since ……months. Scared of strangers (yes, no). General activity in the first year of life: active, inquisitive, indifferent, inhibited (underline).
Manipulates objects from ………months, games “hide”, “peek-a-boo” from……….months. Presence of fears (yes, no), what kind……………………………
Diseases in the first year of life………………………………………
Unreasonable increase in temperature (yes, no).
Strict adherence to daily routine and nutrition (yes, no)
Does the child have:
1. weakness, fatigue (yes, no), at what age…………after physical education (yes, no); after classes, lessons (yes, no), for no reason (yes, no).
2. sweating decreased (yes, no): after physical activity(Not really); when excited (yes, no); during or after sleep (yes, no); almost constantly (yes, no).
3. poor transport tolerance (yes, no, sometimes);
4. dizziness (yes, no);
5. poor tolerance to stuffy rooms (yes, no);
6. feeling of lack of air (yes, no);
7. abdominal pain, nausea, vomiting, feeling of bloating (underline);
8. headaches (often, rarely);
9. allergic reactions (yes, no), to what……………………………
10. fainting, fainting (yes, no), how many times did it happen…………….in what situations: with excitement, in stuffy rooms, with standing for a long time, when taking blood, with a temperature or acute respiratory infection (underline).
11. bedwetting (yes, no). If yes, how often (rarely, sometimes, often). At what age did a child stop wetting the bed………..
12. increased anxiety, irritability, anger, lack of restraint, feeling of restlessness, tearfulness, fear, sudden changes in mood, tendency to solitude, lack of self-confidence, suddenly something seems (underline).
Data on the psycho-social status of the child:
1. Psychological climate in the family: favorable (yes, no), conflicts in the family: frequent, rare, never happen (underline).
2. Attending kindergarten: at what age…………., did you get used to kindergarten quickly and easily or slowly and difficultly (underline); relationships with children: sociable, withdrawn, aggressive, friendly (underline).
3. Character of speech: violation of the pronunciation of sounds: stuttering, swallowing of syllables at a fast pace of speech (underline).
general characteristics play and cognitive activity of the child:
· what he likes to do………………………………………………………
· What does he prefer to play?………………………………………………………………
· what he likes to read………………………………………………………………
Stay at school:
· academic performance: excellent, average, lagging behind (underline);
· conflicts with teachers (yes, no);
· relationships with peers: friends (many or few), quarrels, conflicts (frequent, rare;
· attitude towards learning: interested, not interested (underline).
Character Traits:
1. attitude towards yourself………………………………………………………
…………………………………………………………………………………
2. attitude towards other people…………………………………………..
…………………………………………………………………………………
…………………………………………………………………………………
3. relationships with peers…………………………………..
……………………………………………………………………………………………………………………………………………………………………
4. Attitude to work (play, leisure, household chores, study)….
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
The interview was conducted by……………………………………………………….
General conclusion of a specialist about the child……………………………………
Formalized biographical questionnaire
Purpose of the questionnaire: Drawing up a personality profile based on the biographical method, which includes the following sections:
1. Life path data.
2. Levels of socialization (nursery, kindergarten, school, university, etc.).
3. Development environment (places of residence, educational institutions, etc.).
4. Interests and favorite activities at different periods of life.
5. State of health (including previous diseases).
Instructions: “I ask you to tell the story of your life in as much detail as possible: what family were you born into, how was your childhood, how did your family live, how did its members relate to each other, what are your earliest memories? It is advisable to talk about the time when you studied at school: what you liked there and what you didn’t like. How was your relationship with your parents during this time? Who were your friends? What were you interested in and what did you think about your future life? We would also like you to tell us about how you lived as an adult, how you chose a profession, how you spent free time. Tell us about what seems most interesting and important to you. What are your life plans?
Processing the results involves compiling a chronological table of personal development, where the dates mentioned by the subject, the events associated with these dates, and the experiences accompanying them are written out in chronological order from all the questions on the task.
· Social situation of personality development;
· The main background of emotional experiences in different periods of development;
· Value orientations, orientation, interests, trends, communication environment, social activity of the individual;
· The main conflicts and driving forces of personality development.
Formalized biographical questionnaire
Full Name__________________________________________
Date_________________ Profession_______________________________________
Date of birth___________ Place of birth___________________________
______________________________________________________________
Father: Last name, first name, patronymic __________________________________________
Mother: Last name, first name, patronymic _____________________________________
Year of birth_________ Education______________________________
Profession_____________________________________________________
1. Have you moved to a new place of residence?
|
Number in order |
Where? |
When? |
With whom? |
2. Have you participated in the activities of public organizations?
|
Number in order |
Public errands |
Organization |
When? |
3. Have you ever performed on the radio______________________________
on TV___________________
in press__________________________
at meetings_____________________
(If yes, then indicate in what period of life, in what year and how many times)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Have you participated in exhibitions of scientific, technical, artistic creativity, shows, competitions, sports competitions, KVN? (If yes, please list and indicate in what year.)__________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Name your favorite and least favorite school subjects in different classes. (If there are several, list them in order of attractiveness.)
|
Class |
Favorite subject |
Least favorite item |
6. Did you participate in any circle, section, club and in what year?________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. List your favorite activities and hobbies and indicate in what years it was__________________________________________________________________________________________________________________________________________________________________________________________________________________________
8a. Name your favorite literary works.
|
Number in order |
When did you read it for the first time? |
How many times have you read it? |
|
Underline the titles of those works that you are still reflecting on and the content of which you are experiencing again.
8b. Name your favorite films (documentary, feature, popular science).
|
Number in order |
Movie title |
When did you watch it for the first time? |
How many times have you watched? |
Underline the names of those films that made the greatest impression on you and that you have been thinking about for a long time.
8th century Name your favorite theater performances.
|
Number in order |
Title of the performance |
When did you watch it for the first time? |
How many times have you watched? |
Director |
Theater group |
Underline the names of those performances that made the strongest impression on you.
8g. List what art exhibitions you attended and what year it was. (If you have visited an art museum multiple times, please indicate in which years.)________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________
9. Have you made trips outside your place of residence (hiking, excursions, business trips, travel)? (If yes, please indicate where, with whom and in what year.)
10. When, what and how long were you sick? Were you at home or in the hospital?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
11. Name at least the initials of those people with whom you maintained friendly relations, spent leisure time, to whom you turned for advice, help, support and indicate the position of seniority: older >; under
Order number |
Initials |
Floor |
Age |
Occupation |
When? |
Position of seniority |
12. Indicate the periods or moments of your own life that you consider happy and those that you consider unhappy. Date them and briefly describe why you regard these periods as you do. A roughly happy period can be understood as a period of life when everything planned was accomplished. You experienced a feeling of satisfaction with yourself, with your affairs, with the world around you, you were in a joyful mood, and you lived a rich life. The opposite is like an unlucky period.
Write your opinion about happy and unlucky periods.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
13. Briefly describe or at least list those facts of your own life that you consider to be events. Indicate the dates of the events and note when you realized the significance of these events for your destiny - immediately, after a while or now? Write what you understand by event.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
14. What are your ideas and forecasts regarding your own future? How do you imagine your studies, career, personal life, leisure, everyday life, etc.? What are the limits of your visibility into the future? How many months (years) ahead can you foresee your destiny in general and in its individual areas? Please note that the question is not about your life plans, but about your idea and predictions of the course of life that will most likely take place in your future.
Chronological table of personal development
|
Key dates |
Events |
Experiences |
List of used literature
1. Batygin G.S. , Devyatko I.F. The myth of qualitative sociology // Sociological Journal. 1994. No. 2. P. 28-43.
2. Biographical method: History. Methodology and practice. / Edited by E. Meshcherkina, V. Semenova. M.: Institute of Sociology RAS, 1994. P. 147.
3. Burmenskaya G.V., Karabanova O.A., Leaders A.G. Age-related psychological counseling - M.; Moscow State University. 1990.
4. Vardomatsky A.P. Axio-biographical methodology // Sociological studies. 1991. No. 7. P.80
5. Grishchenko N.A. Personality research using the biographical method / Workshop on experimental and applied psychology. - L., 1990. - P.61-65.
6. Devyatko I.F. Methods of sociological research. 2nd ed., Spanish – M.: book house “University”, 2002. – 296 p.
7. Zdravomyslova E. Collective biography of modern Russian feminists // Gender dimension of social and political activity in the transition period. Center for Independent Social Research. St. Petersburg, 1996. pp. 33-60.
8. Znaniecki F. Memoirs as an object of research // Sociological Research, 1989. No. 1. P. 106 - 109.
9. Moshkova G.Yu. Biographical method and the problem of psychology of the scientist’s personality // Questions of psychology, 1994. No. 2. P. 131 - 141.
10. Nikandrov V.V. Experimental psychology. M., 2003.
11. Rybnikov N.A. Biographical method. M., 1918.
12. Yadov V.A. Sociological research: Methodology, program, methods. M.: Nauka, 1987. 245 p.
4. Psychobiography is….
5. Causemetry is...
6. A formalized biographical questionnaire is...
7. Psychological autobiography is...
9. Life history analysis scheme according to N. Denzin.
Test questions for biographical methods
1. The biographical method is………. (give several definitions).
2. Sources of biographical data are: ……
3. The importance of the biographical method:
4. Psychobiography is….
5. Causemetry is...
8. Name the researchers working on the problem of biographical methods.
Test questions for biographical methods
1. The biographical method is………. (give several definitions).
2. Sources of biographical data are: ……
3. The importance of the biographical method:
4. Psychobiography is….
5. Causemetry is...
6. A formalized biographical questionnaire is...
7. Psychological autobiography is...
9. Scheme of life history analysis according to N. Denzin.
Test questions for biographical methods
1. The biographical method is………. (give several definitions).
2. Sources of biographical data are: ……
3. The importance of the biographical method:
4. Psychobiography is….
5. Causemetry is...
6. A formalized biographical questionnaire is...
7. Psychological autobiography is...
8.Name the researchers working on the problem of biographical methods.
9. Scheme of life history analysis according to N. Denzin.