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вز ?˲. òò ?    .     PART ONE. MAJOR PSYCHODIAGNOSTIC TESTS AND QUESTIONNAIRES





I. ,  ? ? iii i / I.  ,     / I. Intelligence, Developmental, and Achievement Tests


1.   - / Stanford-BinetIntelligenceScales

?.   ?  i ?ii, ? ii , ii, ?   ?-?iii ? ??i ?? ?,  ?iii  ii i . ? , i, ii ?i ?  ? i  ?iiii.

.           ,  , ,    - .     , ,    .

. Individually administered age-based scales for assessing general intelligence and specific cognitive abilities, including reasoning, knowledge, working memory, and visual-spatial processing. Results are interpreted in light of age, language, education, and testing conditions.



2.    (WAIS, WISC, WPPSI) / Wechsler Intelligence Scales (WAIS, WISC, WPPSI)

?. , ? ?   ii ?  ?iii  .  ? ?i?  ?ii ?  ?i, i  ?-?iii , ?   ? ?? ?? i i.

.     ,   ,         ,   - ,      .

. A family of individually administered tests for adults, children, and preschoolers that provides an overall estimate of intellectual functioning and a profile of verbal comprehension, perceptual or visual-spatial reasoning, working memory, and processing speed.



3.    / Raven's Progressive Matrices

?. ?? ?, ? ii i ?  ii ii ? i ?   i.  i ?iii , i? ? ? ii  ? ? ?i .

.      ,          .     ,          .

. A nonverbal test of abstract and inductive reasoning in which the examinee identifies a pattern and selects the missing matrix element. It reduces reliance on language but is not entirely free from cultural and educational influences.



4. -    / Cattell Culture Fair Intelligence Test

?. ?, i,  ? ?iii ?  ? ?? ii ?   ?i.  i   ? iii? ?  ?i ?,  ? ? ?  .

.         , ,    .         ,       .

. A nonverbal measure of fluid intelligence using series, classification, matrices, and spatial-relation tasks. It was designed to reduce the influence of language and schooling, although it cannot eliminate cultural differences completely.



5.     (KABC) / Kaufman Assessment Battery for Children (KABC)

?. ? i ? ??i ? ? iii ?? ?,  ?iii  . ? i  ?i ? ?i ? ? ?i, i?  , ? ? ? i i ? ?.

.           .        ,      ,   .

. An individually administered battery for assessing cognitive processing and academic achievement in children. The score profile can describe relative strengths and weaknesses but should be integrated with developmental, educational, and observational data.



6.      - / Woodcock-Johnson Tests of Cognitive Abilities and Achievement

?. i ?ii? ? ?, ?, ,  ? ? ? ? ?? ? i  .  ii  ? ?  i ? i ?? i ?ii i ?.

.        , , ,     .          .

. Comprehensive batteries assessing a broad range of cognitive abilities, reading, writing, mathematics, and other academic skills. They are used in educational and clinical assessment as part of a multi-source evaluation.



7.         / Bayley Scales of Infant and Toddler Development

?.  ? i, ii, ?-???, ?i-? ? i  ? ? ? ?ii. ?  iii? ?i ?? ?i, i? ? ? ?? i .

.    , , , -   .      ,       .

. A standardized assessment of early cognitive, language, motor, social-emotional, and adaptive development. Results help identify risk for developmental delay but do not replace medical and interdisciplinary evaluation.



8.     / Vineland Adaptive Behavior Scales

?. ?-?, ?ii ?i ?, ? ? ?-?? ? ?ii ?i ?? ? ?  ? . ?i ? -,    ? ii ?  .

.          , ,    .     ,    .

. Interview and rating forms for assessing everyday functioning in communication, daily living, socialization, and motor skills. Information is typically obtained from parents, teachers, or other informants.



9.     ,   (ADOS-2) / Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)

?. ?-?, ?i ? ?i,  ?   ? i-??? ?  ??? ?. ?  i ? ? ? ?ii, i? - ?? i.

.     ,  ,       .        ,     .

. A standardized semi-structured observation of communication, social interaction, play, and restricted or repetitive behavior. It is an important component of autism spectrum assessment but should not be used in isolation.



10.   NEPSY-II / NEPSY-II Neuropsychological Battery

?. i  ? , ii,   ?i, ? ? ?-?iii ?ii, -? ?i ? ?? ?  ii? .  ? ??? ? ?.

.        , ,   ,   - ,    .        .

. A pediatric battery assessing attention and executive functions, language, memory and learning, sensorimotor and visual-spatial processes, and social perception. Subtests are selected according to the referral question.



11.     () / School Test of Mental Development (Russian STUR)

?. ?iii ??? ?, ?  ?  ? ?? ?ii ?? ? i ? ?i. ?i ? ?, ?  ? ?-ii ?i ?i ?i.

.       ,         .     ,    - .

. A Russian group-administered method for assessing concept formation, logical operations, and mastery of school-taught content in adolescents. Scores depend substantially on curriculum, quality of instruction, and cultural-linguistic experience.



12.    () / Brief Orientation Test (Russian KOT)

?. , ? ? ?  ?,  ?? ?iii  ? ? ? ? ?? ? .    ii , i?  -? ? .

.         ,  ,    .     ,      .

. A brief group test of general learning ability and speed of intellectual operations using verbal, numerical, and logical tasks. It can support preliminary screening but does not replace a comprehensive intelligence assessment.



13.     / Amthauer Intelligence Structure Test (IST)

?. ?  ?   ?, , ?, ?iii ? ?  ? ? .  ? ?ii? i ? ? ii   ?i ii i ?.

.       ,  , ,    .             .

. A multifactor test for older adolescents and adults that includes verbal, numerical, spatial, and memory tasks. It yields a profile of intellectual abilities and is often used in educational and occupational selection.




II. ?  ? i  / II.      / II. Neuropsychological Tests and Cognitive Screening


14.      (MMSE) / Mini-Mental State Examination (MMSE)

?. i? ?,  ?, ii, i, ?i ? i ? ?? i ? ?ii. ? , ii ?i, i ? ?  ? i;  ?ii   ii.

.   , , , ,      .    , ,            .

. A brief adult screening measure of orientation, memory, attention, calculation, language, and constructional ability. Scores are affected by age, education, language, and sensory limitations and do not by themselves establish a diagnosis of dementia.



15.      (MoCA) / Montreal Cognitive Assessment (MoCA)

?. ? , ?-?iii ?, ii, , ?i ? ? ? ?i i ? ?? ? ?? i ?i. ?ii i ii ?i, ii ? ?ii?  ??? ??  ?.

.      ,   , - , , ,   .    ,     .

. A brief screening measure for mild cognitive impairment covering executive functions, visual-spatial skills, attention, memory, language, and orientation. Interpretation requires attention to education, language, and the authorized version used.



16.    (WMS) / Wechsler Memory Scale (WMS)

?.  ? ? ,  ? i ?? ? ??, ?    ?? ?,  ?iii  . ? , i ? ? ?   i ?.

.        ,    ,    .      ,    .

. An individually administered battery assessing auditory and visual memory, immediate and delayed recall, working memory, and recognition. Results are interpreted together with intelligence, attention, and neurological findings.



17.     / Benton Visual Retention Test

?. ?  ?   ? ? ?, ?  ? i ?i ? ?i.  ?  ?, i? ? i ii i ? ? ? .

.    ,         .    ,         .

. A measure of visual perception, visual memory, and constructional errors in reproducing geometric designs. It is used in neuropsychological assessment, but its error profile is not specific to a single disorder.



18.    - / Rey-Osterrieth Complex Figure Test

?. ?i  ?ii  ? i   ?  ?-?iii ?,  ? ?  ?? ?ii i.  ?  ? ,     ii.

.         - ,    .      ,    .

. Copying and later recalling a complex figure provides information about visual-spatial organization, planning, and visual memory. Interpretation considers both the final score and the strategy used.



19. -   / Stroop Color and Word Test

?. ? ?i? ? ? ? ? ?i   ? ii, ? ?? ? ? i ? ?. ?i ? ?ii, ? ?, i ?  i?  ? ?i.

.            ,     .    , ,     .

. A color-naming task with competing word meanings that assesses selective attention, processing speed, and inhibitory control. Performance depends on reading ability, vision, language, and general response speed.



20.    (TMT) / Trail Making Test (TMT)

?.  ?ii ii  i ?,   ?ii   ?ii ii ?.  ? ? ii, ? ?? ?, ii ? ii  ?,  ? ?-??? ? ? i i.

.   A    ,    B    .    ,  ,   ,        .

. In Part A, the examinee connects numbers in sequence; in Part B, numbers and letters are alternated. The test assesses visual search, processing speed, attention, and set shifting, while also being sensitive to motor and visual limitations.



21.     (WCST) / Wisconsin Card Sorting Test (WCST)

?.  ? i ?,  ?  ii  ii , ?? ? ? i iii ? ?i ?. ? ??i   ?i ? ? i ?? ?  ?i.

.             ,     .                .

. A task requiring discovery and shifting of an implicit sorting rule, used to assess abstract reasoning, concept formation, and cognitive flexibility. Errors can have multiple causes and do not indicate a specific lesion location without additional evidence.



22.    (CPT) / Continuous Performance Test (CPT)

?.   ?? ? ?? i .  ii? ???, ?ii ii, ?  ?   ?? ?iii ?i. ii, ? ii i ? ? ii ? (ADHD) ? ?, i?  ?  .

.       ,   , ,      .    ,     ,      .

. A computerized sustained task requiring detection of target stimuli and measuring omissions, commissions, and response-time variability. It is used in attention assessment, including ADHD evaluations, but is not a stand-alone diagnostic criterion.



23.     . .  / Luria'sTen-WordLearningTest

?. ? iii i  ?,  ? i ?? ? ??  -? ? ?i, ? ??,  ? iii? ??? ? ? ? ?. ? ? ? ? ?? ?iiii.

.             ,  ,     .     .

. Repeated presentation of a word list with immediate and delayed recall assesses verbal memory span, learning curve, retention, and interference effects. Results are interpreted both quantitatively and qualitatively.



24. - -  / Bender Visual-Motor Gestalt Test

?. ?  ? ?ii  ?-? ?ii ? ?i ?  ?ii?  ? ?i? ?  i ?.  ?i  ? ? ??? ?? ? ii iii.

.        -         .        .

. Copying a set of geometric designs is used to assess visual-motor integration and as a developmental or neuropsychological screening task. Broad personality inferences from the drawings are not well supported psychometrically.




III. ??? ? i  / III.     / III. Personality and Temperament Inventories


25.     (MMPI) / Minnesota Multiphasic Personality Inventory (MMPI)

?. ? ??? i  ?  ?? ?, ? iii ?  ? ??i  . ?ii  i ii ? ?i ?  i; ? ?  ? .

.              .         ;     .

. A family of multidimensional inventories for clinical personality assessment and psychopathology, with extensive response-validity scales. Interpretation is profile-based and requires professional training; scores are not equivalent to a psychiatric diagnosis.



26.     (16PF) / Sixteen Personality Factor Questionnaire (16PF)

?. ??? ?  i ? ???  ?? ii ? ? ? ?ii   .  ? ,  ? ?i ? ? ??  i i  ?.

.  ,            .   ,         .

. A multifactor self-report inventory based on trait theory and designed to describe relatively stable personality characteristics. It is used in counseling, research, and occupational assessment with attention to the specific version and norms.



27.   NEO (NEO PI-R, NEO-PI-3) / NEO Personality Inventory (NEO PI-R, NEO-PI-3)

?. ???   i i .  i, , ?i ??, ii?, ? ?  ?  ? ?. ?i ??? ?i , ? ? .

.    ,  , ,  ,   ,       .   ,     .

. An inventory based on the Five-Factor Model, assessing neuroticism, extraversion, openness to experience, agreeableness, conscientiousness, and narrower facets. It describes personality traits rather than diagnosing mental disorders.



28.    (EPQ) / Eysenck Personality Questionnaire (EPQ)

?. , i, ??? ? ii i ? ?i ? ? iiii ? ?ii   .  ? ?i ? ?  ? .

.    , ,          .          .

. A self-report inventory assessing extraversion, neuroticism, psychoticism as a personality dimension, and socially desirable responding. The psychoticism scale should not be confused with a clinical diagnosis of psychosis.



29.    (CPI) / California Psychological Inventory (CPI)

?. ii ? ?? ??? ii ? ??i .  ??? i, ?i-?i i, ?i ii ? ?  ?ii . ? , ii  ? ??  i ?.

.     ,   , ,     .    ,    .

. A multidimensional inventory focused mainly on normal-range personality, describing interpersonal style, self-regulation, social maturity, and ways of functioning. It is often used in counseling, educational, and organizational settings.



30.    (PAI) / Personality Assessment Inventory (PAI)

?. , ??? ?,  ? ?i ? ? iii  ? ? ?ii   .  ?  ?? ? ?i ? ?ii i, i?  ? ? ?  i ? ?.

.     ,  ,    .        ,        .

. A clinical self-report inventory with scales for psychopathology, interpersonal functioning, treatment considerations, and response validity. The profile supports diagnostic hypotheses and treatment planning but should be integrated with interview and other data.



31.     (MCMI) / Millon Clinical Multiaxial Inventory (MCMI)

?. ?  ?  ?? i? ??? ?ii   ?? ? ? . ? ? ii ?ii  ? ?ii i i ?ii .

.          ,       .          .

. A clinical inventory assessing personality patterns and syndromes in adults already seen in clinical or counseling contexts. Its base-rate scores should not be interpreted as ordinary percentiles from the general population.



32.     (TCI) / Temperament and Character Inventory (TCI)

?.  i i,  ?i  i ?i ? ?ii   .   ?  ?; ? ? ? ?i ? i.

. ,           .     ;      .

. A self-report inventory based on Cloninger's model that assesses temperament dimensions and character traits. It is used to study individual differences; clinical conclusions require corroboration from other methods.



33.  - / Leonhard-Schmieschek Personality Inventory

?.  ? i    ?ii? ?? ?? ? .  ? i ?? iii ?   ? ? ?  ?ii .

.            .             .

. An inventory measuring accentuated character and temperament types within Leonhard's typology. An accentuation is an extreme variant of normal personality and should not automatically be interpreted as a mental disorder.



34.    . .  () / Lichko's Pathocharacterological Diagnostic Questionnaire (PDO)

?. i ? ?i ?   i i ?ii ?? ? i ?ii .  ?  ?ii  ? ?ii  ? iii  i ? ? i .

.    ,           .             .

. A Russian adolescent inventory designed to assess character accentuation types and selected risks of maladjustment. Its administration and interpretation require knowledge of developmental psychiatry and do not replace clinical evaluation.



35.   - (MBTI) / Myers-Briggs Type Indicator (MBTI)

?. . .     ?   ? ii  ? ?ii   .    ?i-?i  ?? ? ?i,  ? ?, i? ?  ??? ? ?  ? i ? i  .

.   ,     ,    . . .        ,   ,            .

. A popular typological self-report that classifies preferences along four dichotomies derived from C. G. Jung's ideas. It may support discussion of styles and self-description, but categorical typing, type stability, and use in clinical or personnel decisions have substantial limitations.



36.    / Keirsey Temperament Sorter

?. ? ?   ? - ?i ?    iiii ? .  ii ii  ? ?ii ? ; ?i ? ii i.

.  ,         ,   -.       ;    .

. A typological questionnaire grouping preferences into four temperaments and sixteen types related to the Myers-Briggs system. It is mainly suitable for educational self-reflection; independent psychometric support is limited.




IV. ?  ? ?  / IV.      / IV. Clinical Rating Scales and Symptom Questionnaires


37.   ,   (BDI-II) / Beck Depression Inventory-II (BDI-II)

?. ii i ?i ? ? ?? ? ?ii   .    ?ii ?? , i? ?  ?  ?  ?i ? .

.         .       ,           .

. A self-report measure of the severity of depressive symptoms over a specified period. It is useful for screening and monitoring change, but a high score does not replace clinical diagnosis or suicide-risk assessment.



38.    (BAI) / Beck Anxiety Inventory (BAI)

?. ii ?? ? ? i ? ?? ? ?ii   . ?i ?  i ? ?i, ?  ?  ?iii i.

.         .            .

. A self-report measure emphasizing somatic and subjective symptoms of anxiety. Scores may be elevated by medical conditions and should be interpreted in clinical context.



39.   - (STAI) / State-Trait Anxiety Inventory (STAI)

?. ?? ? ?ii ? i ? ??? ?  ?? iii i ? ? .  ? ?? ? ?i ?.

. ,              .      .

. An inventory separately assessing state anxiety as a current condition and trait anxiety as a relatively stable disposition. It does not identify a specific anxiety disorder.



40.    (HDRS, HAM-D) / Hamilton Depression Rating Scale (HDRS, HAM-D)

?. ? ? ??  ? ; ? ? ?  ? ?ii ? ?i ? ?. iiii ? ?iii? ? ? ? ?ii? ? ?i.

.     ,         .         .

. A clinician-rated scale of depressive symptom severity widely used to assess baseline status and treatment change. Reliability depends on interviewer training and standardized administration.



41.    (HARS, HAM-A) / Hamilton Anxiety Rating Scale (HARS, HAM-A)

?. ?? ? ? ? ?iii  ? .  ? ? ?i, i? ? ? ?ii  ? ?.

.       .    ,         .

. A clinician-rated scale of psychological and somatic manifestations of anxiety. It measures symptom severity but is not intended as a stand-alone differential diagnostic instrument.



42.   SCL-90-R / Symptom Checklist-90-Revised (SCL-90-R)

?. ? ? ? ?? ? ? ? i?  i ? ??i ?ii   .  i ? ?i ?i ? ?  ? ? .

.             .           .

. A multidimensional self-report of a broad range of psychological and somatic complaints, with global distress indices. It reflects subjective symptom burden and is not equivalent to a categorical diagnosis.



43.      (HADS) / Hospital Anxiety and Depression Scale (HADS)

?. ?  ii ?    ?? ?,  ii ?i ?  ?? ?ii   .   ? ?  ? ?i ?.

.            ,      .       .

. A brief self-report designed to detect anxiety and depressive symptoms in medical patients while reducing emphasis on somatic items. It is used for screening and monitoring over time.



44.   -9 (PHQ-9) / Patient Health Questionnaire-9 (PHQ-9)

?. ? ? ?  ? ?? ?ii   ; , ? ?i ?  ? ?i ?. ?i  ? ? ?? ?  ?iiii ? ? ?  i.

.       ,   ,    .            .

. A brief self-report covering nine depressive-episode symptoms, used for screening, severity assessment, and monitoring. Endorsement of the item concerning thoughts of death requires separate clinical safety assessment.



45.   -7 (GAD-7) / Generalized Anxiety Disorder-7 (GAD-7)

?. ? ? iii ? ?? ?ii   ;  ? ? ? ? ?i ?.  ? ? ?i  i, ?  ? i  i.

.      ,       .       ,     .

. A brief self-report of the frequency of anxiety symptoms, used for screening and severity assessment. It is also sensitive to other anxiety conditions, so diagnosis requires a full evaluation.



46.     (SDS) / Zung Self-Rating Depression Scale (SDS)

?. i, i ? ?  ? ? ?iii ? ?? ? ?ii   .    ? ?i ,  ?  ?? i ?.

.      ,  ,    .      ,     .

. A self-report scale quantifying depressive manifestations, including affective, cognitive, and somatic symptoms. It is used for screening and research rather than as a stand-alone diagnosis.



47.     (SAS) / Zung Self-Rating Anxiety Scale (SAS)

?. ?? i ? ?  ? ?ii   . ? ?? ? ? ?ii ?? ?i, i? ?   ?ii ?i i  i.

.       .       ,        .

. A self-report measure of subjective and somatic anxiety symptoms. Scores help estimate complaint severity and change but require consideration of medical conditions and medication effects.



48. -  - (Y-BOCS) / Yale-Brown Obsessive Compulsive Scale (Y-BOCS)

?.   ? ? ? ? ? ?   ??? ? ? ? .  ? ? ?  ?i ? ?i ?,  i-i ?  ? ii.

.            .        ,     .

. A semi-structured clinician-rated scale of the severity of obsessions and compulsions regardless of their specific content. It is used for baseline assessment and treatment monitoring, while OCD diagnosis is established separately.



49.      DSM-5 (PCL-5) / PTSD Checklist for DSM-5 (PCL-5)

?. DSM-5 i ? ?  ? ? ?? ? ?ii   .  ,   ? ? ? ? ?i ?, i? ? ? .

.          DSM-5.    ,      ,     .

. A self-report measure of posttraumatic stress symptoms corresponding to DSM-5 criteria. It is used for screening, provisional assessment, and monitoring but does not replace a diagnostic interview.



50.   / Conners Rating Scales

?. ?, ?iii ? i i ? ? ii ?? (ADHD) , -? ?  i-????, ? ? ? ?? ? -,  ? ?ii   ? .  i   ? ?i ? i  i.

.  ,           ,      ,   .        .

. A family of parent, teacher, and self-report forms assessing ADHD symptoms and related behavioral, emotional, and academic difficulties in children, adolescents, and adults. Diagnosis requires information across settings and informants.



51.       (ASRS) / Adult ADHD Self-Report Scale (ASRS)

?. i iii ? ii-ii ? iii ? ?? ?ii   . i? ? ?i  , ? ? ?i ?ii ?i.

.       -  .       ,    .

. A brief self-report of the frequency of adult inattention and hyperactivity-impulsivity symptoms. A positive screen indicates the need for a clinical interview rather than confirming a diagnosis.



52.   ,     (AUDIT) / Alcohol Use Disorders Identification Test (AUDIT)

?.  ?, ?ii ii ? ?   ?  ? i .  ?ii ?  ? ?? ? ii ?   ?ii ?? ?i.

.      ,     .             .

. A ten-item screening questionnaire covering alcohol consumption, dependence symptoms, and related consequences. It helps identify hazardous and harmful use and guides further assessment or intervention.



53.  CAGE / CAGE Questionnaire

?. i ? ? ?? ? ? ? .  ?  i, ? , i? ii ? ??  i  ??? i. ? ?? ?,  ?i ?i ? ?ii ?i  ? ? ?i.

.     ,      , ,     .   ,           .

. A four-item screen for problematic alcohol use based on cutting down, annoyance by criticism, guilt, and eye-opening drinking. It is very brief but does not measure quantity and may miss less severe problems.



54.    (BHS) / Beck Hopelessness Scale (BHS)

?. ?? ? ? ?  ?ii? ? ? ?ii   .   ?  ?i ? ? , i? ?ii i-??? ? ? ?? i ?? i.

.         .        ,          .

. A self-report measure of negative expectations about the future and loss of hope. It can supplement depression and suicide-risk assessment but should not be used as the sole predictor of dangerous behavior.




V. , ???, ?i-?i ? ? ??? ? / V. , ,     / V. Motivation, Values, Self-Evaluation, and Interpersonal Relations


55.          () / Rotter Internal-External Locus of Control Scale and Level of Subjective Control Method

?.   ??? ?i ii ? ?i  ?i  ? ??, ??? ? ? ? ?? ?? i i ?. i i ? ?i ?ii ? ?ii? i   .

.                ,    .         .

. These inventories assess the tendency to attribute outcomes mainly to one's own actions and qualities or to external circumstances, chance, and other people. The Russian Level of Subjective Control method differentiates internality across several life domains.



56.     / RokeachValueSurvey

?. ? ???-?  ??? ???-?? i  i ?ii.  ?  ? ?i, i? ?i ??? ?  ? i.

.     -   -.     ,        .

. A direct-ranking method for terminal values as desired end states and instrumental values as preferred modes of conduct. It reveals relative priorities but is sensitive to social desirability and testing context.



57.    / SchwartzValueSurvey

?. ??? ?ii? ? ?i  ?? ?i ?? ? ? ??? ? . ? ????  ?  ? ?  i  i.

.    ,         .          .

. An inventory of universal motivational values organized by compatibilities and conflicts among value types. Results describe the relative importance of values and require culturally appropriate norms.



58.      / Leary Interpersonal Relations Method (based on the Interpersonal Check List, ICL)

?. ?i ??? i ? ?? ? ? ??? ii ?i  .  ?i-?i, ? i ? ?  ? ? ?i ? ?i.

.                .    ,       .

. A method describing interpersonal style within a circumplex ranging from dominance to submission and from friendliness to hostility. It may be used for self-ratings, ideal-self ratings, and perceptions of significant others.



59.      .  / Thomas-Kilmann Conflict Mode Instrument (TKI)

?.  ???? ?  ?, ?, ? ,  ? i  ?i.  ??? ?i i , i-???? ? .

.         , , ,   .    ,     .

. An inventory classifying typical conflict responses as competing, collaborating, compromising, avoiding, and accommodating. It describes behavioral preferences rather than fixed personality types.



60.   - / Buss-Durkee Hostility Inventory

?. ? ??i ?i, ??, ii, ?iiii ? i? ii ?,  ?? ? ? . ?     ? ,  ?ii   ?? ?? ??  ?i.

.      , , ,    .      ,          .

. A historically influential inventory of forms of aggression, irritability, resentment, suspicion, and guilt. Its scales can provide a preliminary profile, although contemporary norms and newer measures may be preferable.



61.   - (BPAQ) / Buss-Perry Aggression Questionnaire (BPAQ)

?. ? ?  ,  ? ?? ? ?ii   .  ? iii  ii ?i, i?  ?i ? ? ?i  .

. ,     ,   .     ,          .

. A self-report measure of physical aggression, verbal aggression, anger, and hostility. It assesses tendencies and experiences but cannot by itself predict a specific act of violence.



62.   - / Dembo-Rubinstein Self-Evaluation Method

?. ii i  ?i ?i ? ?  ?ii ?i, ?? ?i ?  ?ii i ii. ?i ?i-?i ?   ?ii? iii, ? ? ?? ? ?ii i.

.        ,         .    ,      .

. The examinee marks current level, desired level, and sometimes an attainable limit on vertical scales for personally meaningful qualities. The method allows analysis of the level, realism, and differentiation of self-evaluation and aspirations.



63.    () / Life-Purpose Orientations Test (LPO; Russian adaptation of the Purpose-in-Life Test, PIL)

?. ?ii? ??, ?, ?i ?iii? ??, ? ?? ? i ? ? ?iii? i ii. ?i ?ii  ii ? ? ?ii ?ii ? ?i.

.       , ,   ,     .         .

. A Russian adaptation of a measure of perceived meaning in life, goals, engagement with life, satisfaction with outcomes, and subjective control. Scores are self-reported and depend on the person's current life context.



64.      .  / T. Ehlers' Success Motivation Questionnaire

?. ii ?? ?? ? ?  ?i ? ?? ? ? ?ii   .  ii ii  ? ??  ?,  ?i i-???  ?? ?  ?.

. ,            .                .

. A self-report measure of orientation toward success and willingness to exert effort for achievement. It is used mainly in educational and organizational assessment and should be compared with behavior and situational conditions.



65.    / Rosenberg Self-Esteem Scale

?. ? ?i   ?  i ? ? ?? ?ii   .  ?i-?i ?? ? ?? ? ? ??? ?, ? ? ?ii ? i.

.           .          ,    .

. A brief self-report measure of a person's global positive or negative attitude toward the self. It does not capture every component of self-esteem and is sensitive to wording, culture, and current state.




VI. i ?  i ?i / VI.     / VI. Projective and Semi-Projective Methods


66.     / Rorschach Inkblot Test

?. ii   ?? i  ?iii ,   iii ? ?? i   i ?i. ? ? i ?ii? iiii , i? ?i  ?  i ? ? ? ii ? i.

.  ,    ,      ,        .      ,            .

. A projective method in which the examinee reports what symmetrical inkblots resemble, and responses are coded by formal and content features. Standardized systems improve the reliability of some variables, but the method requires specialized training and should not be the sole basis for diagnosis.



67.    () / Thematic Apperception Test (TAT)

?. ii ? ii  i   ??i ??; ?, , ?, ??? ? ?? ? ?ii . ?ii ?i ? ? ? ?  iiiii ?i,   i.

.       ;  , , ,     .          ,   .

. The examinee creates stories about ambiguous scenes, and themes, motives, relationships, conflicts, and story outcomes are analyzed. Interpretation depends substantially on the theoretical framework and examiner expertise, and standardization is limited.



68.    (CAT) / Children's Apperception Test (CAT)

?. i i ?ii? ? ? ??;   ??? ??i ? ii ?ii, ? ? ???  ?i ?. ? ?, ? ? ? ?i ? ? i.

.     ,         ,   .    ,    .

. A child-oriented projective storytelling method in which picture-based narratives are used to explore experiences, relationships, and conflicts. Conclusions should be corroborated by interview, observation, and standardized measures.



69.     / Rosenzweig Picture-Frustration Study

?. ??  ,  ? ??? ?    i? ? ? i   ?i i ?ii i. ?i ?  ?ii iiii ? ?  i  i.

.                 .           .

. A series of drawings depicting frustrating interpersonal situations with an unfinished reply, used to classify the direction of blame and the type of response to obstacles. The method combines standardized coding with interpretation and requires appropriate age norms.



70.    / SentenceCompletionTest

?. ii ? ?i ?,   ?, ?, ??? ? ? ?? ?  . ?ii? ??i ??   ?i ;  i ?ii iiii ?i.




  .


   .

   ,     (https://www.litres.ru/book/raznoe/slovar-metodov-psikhodiagnostiki-i-psikhoterapii-na-triokh-iazykakh-74355919/)  .

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