Diagnosis of Social and Pedagogical Neglect in Children, MEDOS Test - the question form
Questions: 103 · 19 minutes
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Female form
1. Wants to be much younger or much older.
Yes
No
2. Thinks they are unattractive.
Yes
No
3. Considers himself/herself to be unhealthy.
Yes
No
4. Considers themselves weaker than others.
Yes
No
5. Does not like their name.
Yes
No
6. Does not want to be a boy.
Yes
No
7. Thinks they have few friends.
Yes
No
8. Thinks that other families he or she knows are more close-knit.
Yes
No
9. He feels like he is a bother to everyone at home.
Yes
No
10. He feels that he is less intelligent than others.
Yes
No
11. Thinks they are not very capable.
Yes
No
12. Thinks that their parents are dissatisfied with them.
Yes
No
13. Thinks that they are often unlucky.
Yes
No
14. He feels that the teacher (caregiver) is dissatisfied with him.
Yes
No
15. Thinks that they do everything badly and cannot do anything well.
Yes
No
16. Thinks that he is a bad boy.
Yes
No
17. Feels that nobody needs them, that nobody loves them, and often says so.
Yes
No
18. Likes it when others show warmth toward them.
Yes
No
19. Wants to be noticed but does not take initiative.
Yes
No
20. Rarely asks others for help and rarely helps others.
Yes
No
21. He has few friends.
Yes
No
22. Rarely approaches a caregiver (teacher) on their own initiative.
Yes
No
23. The child is submissive (accepts unfavorable roles).
Yes
No
24. Has only one friend in the group (ignores the other children).
Yes
No
25. Often complains about other children in the group.
Yes
No
26. Behaves noisily when the caregiver (teacher) is not nearby.
Yes
No
27. Sometimes, when corrected, acts like a "hero."
Yes
No
28. Sometimes acts like a clown or behaves in a silly, attention-seeking way.
Yes
No
29. Disrupts other children’s play, mocks them, and likes to scare them.
Yes
No
30. Rarely responds to remarks or advice, or ignores them.
Yes
No
31. Does not understand why other people disapprove of their behavior.
Yes
No
32. Bothers other children and pesters them.
Yes
No
33. Has poor relationships with peers.
Yes
No
34. Shows aggression toward others; damages belongings or toys.
Yes
No
35. Imitates delinquent behavior.
Yes
No
36. Behaves in the group like an outsider, is rejected, and may be a “scapegoat.”
Yes
No
37. Avoids contact with the caregiver (teacher).
Yes
No
38. Often behaves inappropriately.
Yes
No
39. Joins in play slowly and does not take on a role right away.
Yes
No
40. Has difficulty agreeing on the rules with playmates.
Yes
No
41. Often does not follow the rules of the game.
Yes
No
42. Does not talk about what they are doing while playing.
Yes
No
43. Plays similar roles the same way each time.
Yes
No
44. Often does not understand how to play a particular role.
Yes
No
45. Interest in play quickly fades.
Yes
No
46. Does not take part in many group games.
Yes
No
47. Other children choose the game scenario.
Yes
No
48. Is given roles that other children do not like.
Yes
No
49. Rarely plays the role of a “teacher” or “caregiver” in group games.
Yes
No
50. Makes do with a small number of toys and has difficulty replacing them with something else.
Yes
No
51. Often changes the storyline or role and does not finish the game.
Yes
No
52. Does not understand what peers expect of them during play.
Yes
No
53. Cannot adjust their play behavior during a game in response to other children’s reactions.
Yes
No
54. Often does not know in advance the expected outcome of a game.
Yes
No
55. Has difficulty understanding their role in play and is unsure whether their actions are appropriate.
Yes
No
56. Often dissatisfied with their participation in play and their relationships with peers.
Yes
No
57. Often apologizes to parents or feels guilty.
Yes
No
58. Acts helpless at home.
Yes
No
59. Acts clumsily at home.
Yes
No
60. Feels useless in the family.
Yes
No
61. Is overly attached to his or her mother.
Yes
No
62. Keeps apart from close family members.
Yes
No
63. Is easily discouraged by failure.
Yes
No
64. Often lies to parents.
Yes
No
65. Often talks about their family.
Yes
No
66. Is often in a bad mood.
Yes
No
67. Shows an excessive desire to greet the teacher.
Yes
No
68. Is excessively friendly toward the teacher.
Yes
No
69. Often brings various objects to show the teacher.
Yes
No
70. Tries to ingratiate themself and win the teacher's approval.
Yes
No
71. Constantly needs support and help.
Yes
No
72. Tries to monopolize the teacher’s attention, but is unsuccessful.
Yes
No
73. Constantly concerned with getting others interested in them.
Yes
No
74. Is excessively afraid that teachers will complain to the parents.
Yes
No
75. Acts like a "hero" when being corrected.
Yes
No
76. Takes unnecessary risks.
Yes
No
77. Plays only with children who are older or younger than them.
Yes
No
78. Is overly sensitive to other people’s opinions.
Yes
No
79. The parents agree that frequent punishment builds strong character.
Yes
No
80. Parents believe that their approach to discipline should be uncompromising.
Yes
No
81. The parents' work involves business trips.
Yes
No
82. The parents hold a highly responsible position.
Yes
No
83. The child often misses classes.
Yes
No
84. He is growing up rather unkempt.
Yes
No
85. The child "gets on the parents' nerves."
Yes
No
86. The parents may complain that the child has limited abilities.
Yes
No
87. The parents envy those who have talented children.
Yes
No
88. The parents think they have been unlucky with this child.
Yes
No
89. The parents want their child to be friends with well-behaved, well-mannered children.
Yes
No
90. The parents would prefer not to ask the teachers about their child and to meet with them less often.
Yes
No
91. The parents are rarely able to attend parent-teacher meetings.
Yes
No
92. Parents are often embarrassed about their child in front of acquaintances.
Yes
No
93. The parents notice all of the child’s shortcomings and see more shortcomings than strengths.
Yes
No
94. The child evokes more pity than liking in the teacher.
Yes
No
95. In the teacher’s opinion, the child lags behind peers in many areas.
Yes
No
96. It is very important for the teacher to ensure that a struggling child does not let the group (class) down.
Yes
No
97. The teacher believes that a child’s activity is good only if it aligns with the goals of teaching and upbringing.
Yes
No
98. The teacher believes that a child should be respected only if the child deserves it.
Yes
No
99. The teacher believes that children should be obedient and disciplined, as the basis of upbringing.
Yes
No
100. The teacher believes that children should trust the teacher and share their thoughts and feelings with them.
Yes
No
101. The teacher believes that success can be achieved only by working to a clear plan and following it strictly.
Yes
No
102. The teacher believes that the child’s difficulties are mainly related to upbringing at home.
Yes
No
103. The teacher believes that teachers teach children only good things.
Yes
No
1. Wants to be much younger or much older than their age.
Yes
No
2. Thinks she is unattractive.
Yes
No
3. Thinks she is not healthy.
Yes
No
4. Thinks he/she is weaker than others.
Yes
No
5. Does not like their own name.
Yes
No
6. Does not want to be a girl.
Yes
No
7. Thinks she has few friends.
Yes
No
8. Thinks that her acquaintances have a more close-knit family.
Yes
No
9. She feels that she is in the way at home.
Yes
No
10. She feels that she is less intelligent than others.
Yes
No
11. Thinks she is not very capable.
Yes
No
12. Believes that their parents are unhappy with them.
Yes
No
13. Thinks that she is often unlucky.
Yes
No
14. She feels that the teacher (educator) is dissatisfied with her.
Yes
No
15. She thinks she does everything poorly and cannot do anything.
Yes
No
16. Thinks that she is a bad girl.
Yes
No
17. Believes that nobody needs or loves her, and often says so.
Yes
No
18. Likes it when others show her affection.
Yes
No
19. Wants to be noticed but does not take the initiative.
Yes
No
20. Rarely asks anyone for help and rarely helps others.
Yes
No
21. She has few friends.
Yes
No
22. Rarely approaches the caregiver (teacher) on their own initiative.
Yes
No
23. The child is submissive (accepts unfavorable roles).
Yes
No
24. Has only one friend in the group (ignores the other children).
Yes
No
25. Often complains about other children in the group.
Yes
No
26. Behaves noisily when the caregiver (teacher) is not nearby.
Yes
No
27. Sometimes, when she is corrected, she acts like a "hero."
Yes
No
28. Sometimes acts like a clown and fools around.
Yes
No
29. Teases other children, interferes with their play, or likes to scare them.
Yes
No
30. Rarely responds to comments or advice, or ignores them.
Yes
No
31. Does not understand why others disapprove of their behavior.
Yes
No
32. Annoys other children; picks on them.
Yes
No
33. Has poor relationships with peers.
Yes
No
34. Shows aggression toward others; damages belongings or toys.
Yes
No
35. Imitates delinquent or rowdy behavior.
Yes
No
36. In a group, behaves like an outsider; is rejected and may be a “scapegoat.”
Yes
No
37. Avoids contact with the caregiver (teacher).
Yes
No
38. Often behaves inappropriately.
Yes
No
39. Is slow to join in play and does not take on a role right away.
Yes
No
40. Has difficulty reaching agreement with playmates during play.
Yes
No
41. Often does not follow the rules of the game.
Yes
No
42. Does not talk about what they are doing during play.
Yes
No
43. Plays similar roles the same way each time.
Yes
No
44. Often does not understand how to play a particular role.
Yes
No
45. Interest in play fades quickly.
Yes
No
46. Does not participate in many group games.
Yes
No
47. Other children choose the game.
Yes
No
48. Is given roles that other children do not like.
Yes
No
49. Rarely plays the role of a “teacher” or “caregiver” in group play.
Yes
No
50. Is satisfied with a small number of toys and has difficulty replacing them with something else.
Yes
No
51. Often changes the storyline or role and does not finish the game.
Yes
No
52. Does not understand what peers expect of them during play.
Yes
No
53. Cannot change their play behavior during play in response to other children’s reactions.
Yes
No
54. Often does not know in advance the expected outcome of a game.
Yes
No
55. Has difficulty judging their role in play and is not confident that they are acting correctly.
Yes
No
56. Often feels dissatisfied with her participation in play and her relationships with peers.
Yes
No
57. Often apologizes to parents or feels guilty.
Yes
No
58. Acts helpless at home.
Yes
No
59. Behaves awkwardly at home.
Yes
No
60. Feels useless in the family.
Yes
No
61. Is excessively attached to her mother.
Yes
No
62. Keeps apart from all close family members.
Yes
No
63. Is easily discouraged after a setback.
Yes
No
64. Often lies to parents.
Yes
No
65. Talks about the family excessively.
Yes
No
66. Is often in a bad mood.
Yes
No
67. Shows an excessive desire to greet the teacher.
Yes
No
68. Is excessively friendly toward the teacher.
Yes
No
69. Often brings and shows various objects to the teacher.
Yes
No
70. Acts ingratiatingly and tries to please the teacher.
Yes
No
71. Constantly needs support and assistance.
Yes
No
72. Tries to monopolize the teacher’s attention, but is unsuccessful.
Yes
No
73. Constantly concerned about how to interest others in her/himself.
Yes
No
74. Is excessively afraid that teachers will complain to the parents.
Yes
No
75. Acts like a “hero” when corrected.
Yes
No
76. Takes unnecessary risks.
Yes
No
77. Plays only with children who are older or younger than them.
Yes
No
78. Responds inappropriately to others’ feedback.
Yes
No
79. The parents agree that frequent punishment builds strong character.
Yes
No
80. The parents believe their approach to discipline should be uncompromising.
Yes
No
81. The parents' work involves business trips.
Yes
No
82. The parents have a very responsible position.
Yes
No
83. The child often misses classes.
Yes
No
84. The child is rather unkempt.
Yes
No
85. The child gets on the parents' nerves.
Yes
No
86. Parents may complain that the child has limited abilities.
Yes
No
87. The parents envy those who have talented children.
Yes
No
88. The parents think they have been unlucky with their child.
Yes
No
89. The parents want their child to be friends with well-behaved, polite children.
Yes
No
90. The parents would prefer not to ask the teachers about their child and to meet with them less often.
Yes
No
91. The parents are rarely able to attend parent–teacher meetings.
Yes
No
92. Parents are often embarrassed by their child in front of acquaintances.
Yes
No
93. The parents see more shortcomings than strengths in the child.
Yes
No
94. The teacher feels more pity than liking toward the child.
Yes
No
95. In the teacher’s opinion, the child is behind their peers in many areas.
Yes
No
96. It is very important for a teacher to ensure that a struggling child does not let the group (class) down.
Yes
No
97. The teacher believes that a child’s activity is good only if it aligns with the goals of teaching and upbringing.
Yes
No
98. The teacher believes that a child should be respected only if the child has earned it.
Yes
No
99. The teacher believes that children should be obedient and disciplined, and that this is the basis of upbringing.
Yes
No
100. The teacher believes that children should trust the teacher and share their thoughts and feelings with them.
Yes
No
101. The teacher believes that success can be achieved only by following a clear plan strictly.
Yes
No
102. The teacher believes that the child’s difficulties are primarily related to the child’s upbringing at home.
Yes
No
103. The teacher is convinced that teachers teach children only good things.
Yes
No