• to establish an individual career path
• to build awareness of personal potential 
• to determine the strengths and weaknesses within the area of studying and functioning in a classroom environment
• for  diagnosis in developmental processes
• to make conscious decisions when taking up a job

• a model based on the Five Factor Model of Personality developed by Paul T. Costa, Jr.  and Robert McCrae
• 60 questions with answers arranged on a scale of 0 to 4
• time for completion: about 15 minutes
• normalized tool
• detailed report available in Polish and English report available immediately after submission of  the test

Pupils / Students for the purpose of getting to know their emotions.  Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger.  It supports the establishment of an individual path of self-development.

Career Offices for verification during the recruitment process for the purpose of identifying the level of emotions. Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger. For the diagnosis of students in terms of entering the labour market.

Lecturers as a tool supporting classes and workshops. Useful during classes, such as, among others: strengthening self-confidence, building up self-worth, coping with strong emotions, teamwork, communication, conflict resolution, resolving difficult situations.

Teachers for individual and group work with students. Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger. It allows to understand  the emotions of students to support their developmental process. 

Educationalists for individual and group work with students. It helps to provide a better understanding of a student and to make fuller, empathetic contact with him or her. Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger.

Psychologists for individual and group work with younger patients. It helps to provide a better understanding of a patient and to make fuller, empathetic contact with him or her.  Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger.  It supports the process of diagnosis and planning further therapy.

Coaches for individual work (coaching sessions) and for group coaching with young people.  Useful in identifying emotions supporting and inhibiting effective action. It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger. It supports the process of getting to know a young person and defining  coaching goals.

Career advisors for individual and group work. It allows to diagnose the emotionality of a young person in order to establish their strengths during the pursuit of a career path.  It verifies the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger. It supports the establishment of an individual direction for self-development and constructing a professional career path.

Parents for getting to know the strong sides and areas for development of their child. It enables the diagnosis of the emotionality of a young person. It verifies the emotions that support and inhibit effective action. It establishes the level of anxiety when approaching tough challenges, the level of falling into a state of gloom and giving up in difficult situations, tendency to self-criticise or the internal experience of anger. Useful in understanding the emotions of a young person and in establishing an individual direction for development. 

MY SCHOOL - a questionnaire used to diagnose people aged 13-19.

Description: The questionnaire consists of 60 statements of a self-descriptive nature to which the respondent refers on a five-point scale from "I completely disagree" through "I have no opinion" to "I completely agree".

Reliability: Measured by Cronbach's alpha coefficient. The internal consistency coefficient is 0.81

Relevance: Content validity, and criterion validity of the tool were examined. The concordance of the competent judges' scores for the consistency of the test items included in the different sub-dimensions was established. A correlation analysis of the questionnaire with the NEO-PI-R test and the MSEI test was conducted, obtaining the expected results.

Normalisation: Sten scores were determined on the basis of a sample of 821 individuals differing in terms of gender, age and place of residence. Norms were determined in one age group, independently for men and for women.