3.2. Processing results using the “Ladder” method

The results obtained in this study are presented in Appendix 2. The number of the step corresponds to the number of points. The lower the number of the step, the higher the level of self-esteem.

Table 2 presents summarized data on this technique.

Table 2

A) 16 children put themselves in first place, which is 64% of the sample;

B) in second place - 6 children, which is 24% of the sample;

C) in third place - 2 children; which is 8% of the sample;

D) in fifth place - 1 child, which is 4% of the sample;

The distribution of data using this technique is presented in Figure 2.

Figure 2

3.3. Processing of results using the “Method of Sociometric Measurements” method

Data on this technique are collected in Appendix 3. Processing the results using this technique consists of counting positive and negative votes cast for each subject. Based on this calculation, groups of children are identified according to their statuses, the data is entered into the sociomatrix (Appendix 4), a sociogram is drawn (Appendix 5), and the sociometric index is calculated.

· Popular (“stars”)? children who received the largest number of positive responses (>4).

· Preferred (favorites)? children who received 3-4 positive answers or just one positive answer each.

· Ignored? children who haven't received any feedback? they go unnoticed.

· Rejected? children who received, in general, the most negative feedback.

Data on the methodology are collected in Table 3.

Table 3

One of the subjects cannot be assigned to any group, because he received 2 positive and 2 negative choices.

Sociometric status index

The sociometric status index for each group member is in the summary table - Appendix 6.

Sociometric status is the property of a personality as an element of a sociometric structure to occupy a certain spatial position (locus) in it, i.e. relates in a certain way to other elements. This property is developed unevenly among the elements of the group structure and for comparative purposes can be measured by a number - an index of sociometric status. The elements of the sociometric structure of a group are individuals, members of the group. Each of them, to one degree or another, interacts with each other, communicates, directly exchanges information, etc. At the same time, each member of the group, being part of the whole (group), influences the properties of the whole with their behavior. The implementation of this impact occurs through various socio-psychological forms of mutual influence. The subjective measure of this influence is emphasized by the magnitude of sociometric status. But a person can influence others in two ways - either positively or negatively. Therefore, it is customary to talk about both positive and negative status. Status also measures a person's potential leadership ability.

When processing the results, the sociometric status index of each group member is determined using the formula:

Сi = (R + i R - i) / (N-1),

where Si is the sociometric status of the i-th member of the group, R i is the elections received by the i-th member, N is the number of group members.

Sociogram

Schematic representation of the reaction of subjects to each other when answering a sociometric criterion. A sociogram allows for a comparative analysis of the structure of relationships in a group in space on a certain plane using special signs.

Conventions in a sociogram

Figure 3 shows the distribution of data using this method.

Figure 3

3.4. Correlation analysis

When conducting correlation analysis, the Pearson correlation coefficient r was used, which reflects the degree of linear dependence between two sets of data.

It was found that the data using the De Greefe Test and Ladder methods do not correlate. (correlation value: - 0.20153)

In our opinion, this may be due to the fact that the child was asked to evaluate himself in different situations.

When conducting a correlation analysis of data from the “Lesenka” method and the method of sociometric measurements, it was found that these data do not correlate with each other. (correlation value: - 0.04626)

When conducting a correlation analysis of data from the “De Greefe Test” method and the method of sociometric measurements, it was found that these data do not correlate with each other. (correlation value: 0.045408)

Methodology "De Greefe test"

Based on the data obtained, we can say that children fairly adequately evaluate themselves in the “child-teacher” system, that is, no one rated themselves as better than the teacher (52% put him in first place). He remains an authority figure and an example in behavior, although some children (20%) put themselves on the same level as the teacher; 28% could not single out anyone as worse or better and, from our point of view, this fact requires further research. This may indicate inadequately inflated self-esteem. This work did not aim to find out the reasons for this phenomenon; we can only state it.

That is, more than half of children (52%) consider themselves better than a friend. This also requires attention and study of the reasons.

20% of children allocated the same seats to themselves and a friend after the teacher. It seems to us that such self-esteem is more adequate than the one where the child puts himself and the teacher in the same place

“Ladder” technique

When analyzing the results, first of all, pay attention to what level the child has placed himself on. It is considered a positive sign if children place themselves at the level of “very good” or even “the best”. In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) indicates a clear disadvantage in self-esteem and general attitude towards oneself. Although at this age the child is only developing a stable self-esteem, we can talk about inadequately inflated self-esteem, especially if the child cannot justify his choice.

Based on the results obtained, we can conclude that almost all children in this sample (96%) have fairly high self-esteem. This itself is, as mentioned above, a positive sign, although, based on these data, we cannot judge either the formation and stability, or the reasons for such self-esteem, since data on relationships in the family were not studied, and no repeated studies of the level of self-esteem. We can also talk about the need to find out the reasons for low self-esteem in subject No. 1 and, if possible, correct it.

Sociometric measurement method

Since we conducted one-step sociometry, we cannot talk about the dynamics of relationships in the group, but only about a cross-section, a one-time “photograph” of the sociometric structure of the group.

Further observation and study of the reasons for the low status of some children in the study group (rejected and ignored) is required.

The low status (ignored) of subjects 6, 9, 13 may be due to their absence from the group that day.

Correlation analysis

Correlation analysis of the data did not show a significant correlation either between the methods that determine self-esteem, or between the level of self-esteem and sociometric status.

Conclusion

When conducting this study, the tasks posed in it were solved.

1) the level of self-esteem of the child is determined using appropriate techniques - “Test. De Greefe", "Ladder";

2) a correlation analysis of the data obtained using the “Test. De Greefe", "Ladder";

3) the status of a child of senior preschool age in the kindergarten group he attends is determined using the “Sociometry” method;

4) a correlation analysis of data obtained using methods that determine the child’s self-esteem and sociometric status was carried out.

After solving these problems, we came to the following conclusions:

1) in the study group, all children had an inflated or high level of self-esteem according to both methods. The exception is one subject (in the “Ladder” method - step 5).

2) data using the “De Greefe Test” and “Ladder” methods do not correlate.

3) in the study group the following were identified:

a) popular (“stars”) - 4 people;

b) selected (preferred) - 7 people;

c) ignored? 4 people;

d) outcasts? 9 people;

e) Vitaly A. received 2 positive and 2 negative choices.

4) no significant correlation was found between the level of self-esteem and sociometric status in the group of children of senior preschool age.

The senior group of a preschool institution (25 children: 16 girls and 9 boys, born in 2000) participated in the study. All the results that we obtained in this work and the conclusions that were drawn are significant only for the studied group of children.

During this study, the hypothesis put forward at the beginning of the work about the presence of a correlation between self-esteem and the sociometric status of the child in the group he is currently attending was not confirmed.

Appendix 1

	Violeta K.
	Karina R.
	Marina P.
	Vitaly A.
	Nikita V.
	Ruslana Ya.
	Kirill F.
	Angela G.
	Tatiana B.
	Daniil V.
	Vladislav D.
	Andrey M.
	Karina F.
	Vladislava B.
	Elizaveta Z.

Appendix 2

	Violeta K.
	Karina R.
	Marina P.
	Vitaly A.
	Nikita V.
	Ruslana Ya.
	Kirill F.
	Angela G.
	Tatiana B.
	Daniil V.
	Vladislav D.
	Andrey M.
	Karina F.
	Vladislava B.
	Elizaveta Z.
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Dear psychologist!

I have been working in an elementary school for more than ten years and I see that there are many children who need pedagogical support and psychological help from me (after all, you won’t be running to the school psychologist every minute). First of all, I am concerned about how each child feels about himself, how well he is doing at school. Tell me, please, how can I determine this?

Sincerely,
Svetlana Vladimirovna, Moscow

Dear Svetlana Vladimirovna! Thank you for your question. In your letter, you touched on one of the acute problems of modern elementary school - the formation of a positive attitude of the student towards himself, towards the people around him who are significant to him - classmates, teacher. After all, the success of his relationships with others, with the world, will depend on how positively a child feels about himself.

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Self-esteem is a person’s assessment of his own qualities, strengths and weaknesses. For a younger schoolchild, it is formed mainly depending on his success or, conversely, failure at school. Therefore, the teacher is largely responsible for its formation. Starting from the first days of school, a child’s self-esteem depends on success in educational activities, on the nature of interpersonal relationships in the classroom: with the teacher, classmates.

We offer the “Ladder” methodology that we have developed, which has been effectively used for a number of years by teachers in practice to study the self-esteem of younger schoolchildren.

"Ladder" has two options for use: group And individual.

The group option allows the teacher to quickly identify the level of self-esteem of his students.

When studying self-esteem individually, it is possible to identify the reason that formed (forms) this or that self-esteem of the student, so that in the future, if necessary, we can begin work to correct the difficulties that arise in children.

The technology for carrying out the “Ladder” technique is described below. A drawing for the method is given in the Appendix.

Group study of self-esteem of a junior schoolchild

Educational materials: Each student has a form with a drawn ladder, a pen or pencil; There is a ladder drawn on the chalkboard.

Instructions

1. “Guys, take a red pencil and listen to the task. Here is the ladder. If you place all the guys on it, then here (show the first step without naming its number) the best guys will stand, here (show the second and third) - the good ones, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, but here (show the seventh step) are the worst. Which step will you place yourself on? Draw a circle on it.”

2. Repeat the instructions again.

3. Thank the guys for their work.

Individual study of self-esteem of a junior schoolchild

When working individually with a child, it is very important to create an atmosphere of trust, openness, and goodwill. Be sure to thank the student for their answers.

Educational materials: for the student - a form with a drawn ladder, a pen or pencil.

Instructions

1. “Here is a ladder. If you place all the guys on it, then here (show the first step, without naming its number) the best guys will stand, here (show the second and third) - the good ones, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, but here (show the seventh step) are the worst. Which step will you place yourself on? Explain why."

2. If you have difficulty answering, repeat the instructions again.

3. Thank your child for his work.

Interpretation of results

When analyzing the data obtained, please proceed from the following:

Step 1 – high self-esteem

It is most often typical for first-graders and is the age norm for them. In a conversation, children explain their choice like this: “I will put myself on the first step, because it is high,” “I am the best,” “I love myself very much,” “The nicest guys are standing here, and I also want to be with them.” . It often happens that a child cannot explain his choice, remains silent, smiles, or thinks hard. This is due to poorly developed reflection (the ability to analyze one’s activities and correlate opinions, experiences and actions with the opinions and assessments of others).
That is why in the first grade a point (grade) assessment is not used. After all, first-graders (and often second-graders) overwhelmingly accept the teacher’s mark as an attitude towards themselves: “I’m good because I have an A (“star”, “butterfly”, “sunshine”, “red brick”).” ; “I’m bad because I have a C (“rain”, “blue brick”, “dash”, “see”).

Steps 2, 3 – adequate self-esteem

The child has formed a positive attitude towards himself, he knows how to evaluate himself and his activities: “I am good because I help my mother”, “I am good because I get straight A’s in my studies, I like to read books”, “I help my friends, I am good with I play with them,” etc. This is a normal option for the development of self-esteem.

Step 4 – low self-esteem

Children who place themselves on the fourth level have somewhat low self-esteem. As a rule, this is associated with a specific psychological problem of the student. In a conversation, the child can talk about it. For example: “I am neither good nor bad, because I can be kind (when I help my dad), I can be evil (when I yell at my brother).” There are problems in family relationships here. “I’m neither good nor bad, because I write letters poorly, and my mother and teacher scold me for it.” In this case, the situation of success and the schoolgirl’s positive attitude, at least towards writing lessons, are destroyed; Interpersonal relationships with significant adults are disrupted.”

Steps 5, 6 – low self-esteem

According to our statistics, there are about 8–10% of junior schoolchildren with low self-esteem in the class. It should be noted right away that sometimes a child’s self-esteem is situationally low. At the time of the survey, something could have happened: a quarrel with a friend, a bad grade, an unsuccessfully pasted house in a labor lesson, etc. And in the conversation the student will talk about this. For example: “I’m bad because I got into a fight with Seryozha during recess,” “I’m bad because I wrote a dictation with a grade of three,” etc. In such cases, as a rule, in a day or two you will receive a different answer from the child (with a positive self-esteem).

Much more serious are the guys’ persistent, motivated responses, where the red line is the thought: “I’m bad!” The danger of this situation is that low self-esteem can remain with the child for the rest of his life, as a result of which he will not only fail to reveal his capabilities, abilities, and inclinations, but will also turn his life into a series of problems and troubles, following his logic: “I’m bad.” , that means I’m not worthy of anything good.”

It is very important for a teacher to know the reason for a student’s low self-esteem - without this it is impossible to help the child. Here are examples of the guys’ answers, from which it immediately becomes clear in which direction to help them:

“I will put myself on the bottom step (draws a circle on the fifth step) because my mother says that I am inattentive and make a lot of mistakes in my notebooks.” This requires work with the student’s parents: conversations in which the individual characteristics of the child should be explained. For example, if this is a first-grader, then it is necessary to tell and remind parents once again that a child at this age does not yet have sustained attention or voluntary behavior, that each student has his own pace of learning and developing learning skills. It is useful to regularly remind parents about the inadmissibility of excessive demands on a struggling student. It is extremely important for parents to demonstrate the positive qualities of every success of their child.

“I’ll put myself here, on the bottom, sixth step, because I have bad marks in my diary, and the teacher puts me in a corner.” The first thing that needs to be done is to identify the reason for the student’s failure (his studies, bad behavior) and, together with the school teacher-psychologist and parents, begin work to create a successful learning situation. A positive verbal assessment of the activity process and the student’s attitude towards completing academic work can play a significant role. All teachers understand that negative grades do not contribute to improving studies, but only form a child’s negative attitude towards school. Looking for the positive in a student’s activities, pointing out even minor successes, praising them for independence, effort, and attentiveness are the main ways to increase students’ self-esteem.

“I fight with the guys, they don’t take me into the game” (puts himself on the sixth step).” The problem of unformed interpersonal relationships is one of the most acute in modern primary education. Children’s inability to communicate and cooperate with each other are the main causes of conflicts in children’s environments.

Our research has shown that students who consistently show interest in joint activities have a higher level of interpersonal relationships and adapt well to school.

Therefore, the organization of joint activities of younger schoolchildren (work in pairs, in a group, in a team) both in class and during extracurricular time should become one of the areas of teacher activity.

Step 7 – sharply low self-esteem

A child who chooses the lowest step is in a situation of school maladjustment, personal and emotional distress. To classify yourself as one of the “bad kids,” you need a complex of negative factors that constantly influence the student. Unfortunately, school often becomes one of these factors.

The lack of timely qualified assistance in overcoming the causes of difficulties in a child’s learning and communication, the lack of formation of positive interpersonal relationships with teachers and classmates are the most common causes of sharply low self-esteem. To correct it, the joint activity of a teacher, a school teacher-psychologist, and a social educator (in case of an unfavorable situation in the family) is necessary.

The essence of the pedagogical support of the teacher and his psychological assistance to schoolchildren with low levels of self-esteem is an attentive, emotionally positive, approving, optimistic attitude towards them.

Confidential communication, constant contact with the family, faith in the student, knowledge of the reasons and timely application of ways to overcome the child’s difficulties can slowly but progressively form adequate self-esteem in a primary school student.

Thus, dear Svetlana Vladimirovna, using the “Ladder” technique in your practice, you can not only study the self-esteem of your students (offering to repeat the technique), but also track the nature of its change, identifying the reasons for this process.

I wish you success in this difficult but rewarding task!

Application

Drawing of a “ladder” for studying the self-esteem of younger schoolchildren

A method for studying a child’s ideas about other people’s relationships to him. The purpose of the methodology is to study the self-esteem of children of senior preschool and primary school age.

Test procedure. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your explanation correctly. If necessary, it should be repeated. After this, questions are asked and the answers are recorded. A standard set of characteristics is used: “good - bad”, “kind - evil”, “smart - stupid”, “strong - weak”, “brave - cowardly”, “the most diligent - the most careless”. The number of characteristics can be reduced.

During the examination, it is necessary to take into account how the child performs the task: he hesitates, thinks, and gives reasons for his choice.If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? Are you always like this? etc.

Stimulus material. Drawing of a staircase consisting of seven steps. In the drawing you need to place the figure of a child. For convenience, you can cut out a figurine of a boy or girl from paper, which is placed on the ladder.

Instructions.“If all the children are seated on this ladder, then on the top three steps there will be good children: smart, kind, strong, obedient - the higher the better (show: “good”, “very good”, “the best”). And on the bottom three steps there will be bad children - the lower, the worse (“bad”, “very bad”, “the worst”). At the middle level, children are neither bad nor good. Show me what level you will put yourself on. Explain why?

After the child’s answer, he is asked: “Are you really like this or would you like to be like this? Mark what you really are and what you would like to be.” “Show me what level your mom, dad, or teacher would put you on.”

Analysis of results and interpretation.

Inappropriately high self-esteem

Without hesitation, he puts himself on the highest step; believes that his mother evaluates him the same way; when justifying his choice, he refers to the opinion of an adult: “I am good. Good and no more, that’s what my mother said.”

Inflated self-esteem

After some thought and hesitation, he puts himself on the highest level, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons independent of him, believes that the assessment of adults in some cases may be slightly lower than his own : “Of course, I’m good, but sometimes I’m lazy. Mom says I'm sloppy."

Adequate self-esteem

Having considered the task, he puts himself on the 2nd or 3rd level, explains his actions, referring to real situations and achievements, believes that the adult’s assessment is the same or slightly lower.

Low self-esteem

He puts himself on the lower rungs, does not explain his choice, or refers to the opinion of an adult: “Mom said so.”

If a child puts himself at the middle level, this may indicate that he either did not understand the task or does not want to complete it.

Children with low self-esteem due to high anxiety and self-doubt often refuse to complete a task and answer all questions: “I don’t know.”

Children with developmental delays do not understand and do not accept this task and act at random.

Inadequately inflated self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, cannot correctly evaluate themselves, their actions and actions.

Self-esteem of 6-7 year old children becomes more realistic, in familiar situations and familiar types of activities approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

For children 7-10 years old, self-esteem is considered adequate when the child notes several positive qualities at the top of the ladder, and one or two qualities in the middle of the ladder or slightly lower. If a child chooses only the top steps of the ladder, we can assume that his self-esteem is inflated, he cannot or does not want to evaluate himself correctly, and does not notice his shortcomings. The image built by the child does not coincide with other people’s ideas about him. Such a discrepancy prevents contacts and can be the cause of the child’s antisocial reactions.

Choosing the lower steps indicates low self-esteem. Such children are usually characterized by anxiety and lack of self-confidence.

If significant people (in the child’s opinion) evaluate him in the same way as he evaluated himself, or give a higher rating, the child is psychologically protected and emotionally well-off.

Target: identifying the level of development of self-esteem.

Evaluated UUDs: personal UUD, self-determination.

Age: 1st - 4th grade.

Form (assessment situation): frontal written survey.

Students are offered the following instructions:

Guys, draw a staircase of 10 steps on a piece of paper (the psychologist shows it on the board).

On the lowest step are the worst students, on the second step are slightly better, on the third are even slightly better, etc., but on the top step are the Sami best students. Evaluate yourself, what level would you put yourself on? What level will your teacher place you on? What level will your mom and dad put you on?

Evaluation criteria: Stages 1-3 – low self-esteem;

Stages 4-7 – adequate self-esteem;

Stages 8-10 – high self-esteem.

The “Ladder” technique is used in psychological practice to study the self-esteem of a child of preschool and primary school age. In this program, the technique is not mandatory in the initial diagnosis; it is offered as an alternative to the Dembo-Rubinstein technique. Can be used in the current assessment of the results of educational activities.

In the process of development, a child develops not onlystatement about its inherent qualities and capabilities (the image of reality"I" - "what I am"), but also the idea of ​​howhe should be how others want to see him (idea imageal “I” - “what I would like to be”). The coincidence of the real “I” with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person’s attitude towards himself and his qualities, his self-esteem.

Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in one’s self-image. Negativeself-esteem expresses self-rejection, self-denial, negativeattitude towards your personality.

Studying the characteristics of self-esteem and relationships is realth and ideal “I” are usually carried out using the technique"Ladder".

The child is shown a ladder with seven steps drawn on paper, where the middle step looks like a platform, and an explanation is given. they take the task.

Instructions:“If all the children are seated on this staircase, then on the top three steps there will be good children: smart, kind, strong, obedient - the higher the better (show:“good”, “very good”, “the best”). And on three belowon these steps there will be bad children - the lower, the worse(“bad”, “very bad”, “the worst”). At the middle stageIn fact, children are neither good nor bad. Show me which stepyou will put yourself. Explain why."

To make it easier to complete the task, they suggest placing a card with an image on one or another stepboy or girl (depending on the gender of the child).

After the child makes a note, he is asked: “Are youIs he really like this or would he like to be like this? Mark what kind of person you arereally and what I would like to be.” “Show me which stepYour mother (educator, teacher) would have placed you.”

A standard set of characteristics is used: “good -bad”, “kind - evil”, “smart - stupid”, “strong - weak”, “brave - cowardly”, “the most diligent - the least"breezy." The number of characteristics can be reduced.

During the examination, it is necessary to take into account how the childcompletes the task: hesitates, thinks, argusmentors his choice. If the child does not give any explanation,he should ask clarifying questions: “Why did you come here?installed? Are you always like this? etc.

To enter data into the table, you must assign the following levels to the results obtained:

Methodology "Ladder" V.G. Shchur

Description of the technique

The purpose of the technique is study of self-esteem in children of senior preschool and primary school age.

Procedure

The child is shown a drawn ladder with seven steps and the task is explained.

Stimulusmaterial

Instructions

“If all the children are seated on this ladder, then on the top three steps there will be good children: smart, kind, strong, obedient - the higher the better (show: “good”, “very good”, “the best”). And on the bottom three steps there will be bad children - the lower, the worse (“bad”, “very bad”, “the worst”). At the middle level, children are neither bad nor good. Show me what level you will put yourself on. Explain why?

After the child’s answer, he is asked: “Are you really like this or would you like to be like this? Mark what you really are and what you would like to be.” “Show me what level your mom, dad, or teacher would put you on.”

Procedure

A standard set of characteristics is used: “good - bad”, “kind - evil”, “smart - stupid”, “strong - weak”, “brave - cowardly”, “the most diligent - the most careless”. The number of characteristics can be reduced.

During the examination, it is necessary to take into account how the child performs the task: he hesitates, thinks, and gives reasons for his choice.

If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? Are you always like this? etc.

Interpretation of results

Inappropriately high self-esteem

Without hesitation, he puts himself on the highest step; believes that his mother evaluates him the same way; when justifying his choice, he refers to the opinion of an adult: “I am good. Good and no more, that’s what my mother said.”

Inflated self-esteem

After some thought and hesitation, he puts himself on the highest level, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons independent of him, believes that the assessment of adults in some cases may be slightly lower than his own : “Of course, I’m good, but sometimes I’m lazy. Mom says I'm sloppy."

Adequate self-esteem

Having considered the task, he puts himself on the 2nd or 3rd level, explains his actions, referring to real situations and achievements, believes that the adult’s assessment is the same or slightly lower.

Low self-esteem

He puts himself on the lower rungs, does not explain his choice, or refers to the opinion of an adult: “Mom said so.”

If a child puts himself at the middle level, this may indicate that he either did not understand the task or does not want to complete it.

Children with low self-esteem due to high anxiety and self-doubt often refuse to complete a task and answer all questions: “I don’t know.”

Children with developmental delays do not understand and do not accept this task and act at random.

Inadequately inflated self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, cannot correctly evaluate themselves, their actions and actions.

The self-esteem of 6-7 year old children is becoming more realistic and in familiar situations and familiar activities it is approaching adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

For children 7-10 years old, self-esteem is considered adequate when the child notes several positive qualities at the top of the ladder, and one or two qualities in the middle of the ladder or slightly lower. If a child chooses only the top steps of the ladder, we can assume that his self-esteem is inflated, he cannot or does not want to evaluate himself correctly, and does not notice his shortcomings. The image built by a child does not coincide with other people’s ideas about him. Such a discrepancy prevents contacts and can be the cause of the child’s antisocial reactions.

Choosing the lower steps indicates low self-esteem. Such children are usually characterized by anxiety and lack of self-confidence.