The psychological and pedagogical consultation include a discussion by a consultant with the client of issues of learning and education of children, to teach something and increasing the pedagogical qualifications of adults, pedagogical leadership, management of children's and adult groups and teams. Psychological and pedagogical counseling includes issues of improving programs, methods and training, psychological rationale for pedagogical innovation and a number of others.
In the practice of psychological counseling, the most common options for problems relating to the relationship between parents and children are most common. Very often in the young family of spouses, who became Mother and Father, face the difficulties of establishing normal relations with children aged two to three years. These difficulties, in particular, can manifest itself in the fact that the child is overly active or, opposite the extraordinarily passive, empty, indifferent to everything. And those and other extremes can naturally cause the parents' alarm.
48. Characteristics and a description of the types of psychological counseling on the nature of the theoretical approach and the degree of viability or indirectness of contact between the psychologist-consultant and the client.
also used as a basis to highlight inside the psychological counseling of species, the degree of immediacy or indirectness of contact between the psychologist-consultant and the client. In this regard, you can talk about full-time counseling, consulting on the phone of trust, consulting through a distance letter, consulting through writing popular books on psychology or open responses of psychologists to letters of readers in popular magazines. All of the above-mentioned form of psychological counseling, in addition to full-time psychological counseling, can be combined under a single concept - distant psychological and anointing.
49.Characteristics of psychological assistance: directly counseling, psychological correction, psychotherapy, psychoprophylaxis, psychological rehabilitation, psychological development or formation of new mental operations or formations.
There are different types of psychological assistance: directly counseling, psychological correction, psychotherapy, psychoprophilaxis, psychological rehabilitation, psychological development or formation of new mental operations or mental education. Here is the value of the depth of immersion, the level of psychological assistance process.
Psychological counseling (Counselling) to determine the British Association of Consulting Psychologists - this is a specific relationship between two people, under which one person (consultant) helps another person (client) to help himself. This is a way to deal with a person (client) to study his feelings, thoughts and behavior to come to a clearer understanding of himself, and then discover and use their strengths, relying on domestic resources for a more effective disposal of their lives through adequate decisions and committing targeted actions. In my opinion, such a definition most successfully reflects the essence, the nature and content of this type of psychological assistance.
More briefly psychological counseling is extreme psychological assistance provided by specialists with healthy people in order to correct relationships and improve the quality of life. Consultation is a widespread today and one of the main tools in the field of intellectual technologies. Consultative practice is applied in any area where psychological knowledge is used: in organizations and management, medicine and psychotherapy, pedagogy and education, in personnel and managerial work. Currently, each of these areas has accumulated significant potential for knowledge and experience in the practical use of various counseling techniques, which can be useful for specialists from other fields of practice.
The consequence of such an understanding of counseling is to build relations between mutual cooperation of a psychologist with its client during psychological consultation, based on mutual trust and respect, on equality and mutual openness. This is distinguished by the relationship of medical care, in which the doctor always knows better what the patient's problem is and how to treat it, therefore does not ask the patient's consent to choose a treatment strategy, the use of certain methods and funds, and does not explain to the patient of their essence, the foundations of their own choice and reasons for their solution. The doctor chooses a treatment strategy, and the patient only executes it.
Psychological correction (psychocorrection) is one of the types of psychological assistance (among others - psychological counseling, psychological training, psychotherapy); Activities aimed at correcting the peculiarities of psychological development that do not correspond to the optimal model with the help of special means of psychological impact; As well as - activities aimed at forming the necessary psychological qualities to increase its socialization and adaptation to changing living conditions.
Psychocorrection influences may be the following types: belief, suggestion, imitation, reinforcement. Distinguish individual and group psychocorrection. In an individual, the character works with the client one on one in the absence of unauthorized persons. In Group - work occurs immediately with a group of clients with similar problems, the effect is achieved due to the interaction and mutual influence of people at each other.
Scope of use of psychocorrection
correction of the emotional development of the child;
correction of Senso-Perceptive and Intellectual Activities;
psychocorrection of the behavior of children and adolescents;
correction of personality development.
With regard to the problems of children in school:
correction of shortcomings of cognitive activities;
correction of the disadvantages of the emotional-volitional sphere;
correction of behavior.
Psychotherapy (from Greek. Ψυήή - "Soul", "Spirit" + Greek. Θεραπεία - "treatment", "Recovery", "medicine") is a system of therapeutic effect on the psyche and through the psyche on the human body. It is often defined as activities aimed at delivering a person from various problems (emotional, personal, social, etc.). It is usually carried out by a psychotherapist by the establishment of deep personal contact with the patient (often through conversations and discussions), as well as the use of various cognitive, behavioral and other techniques.
Psychological consulting is one of the types of psychological assistance (along with psychocorrection, psychotherapy, psychological trainings, etc.), allocated from psychotherapy. According to R. Nelson Jones, psychological consulting, in its essence, is a type of relationship relationship .Http: //ru.wikipedia.org/wiki/%D0%9F%D1%81%D0%B8%D1%85%D0% BE% D0% BB% D0% BE% D0% B3% D0% B8% D1% 87% D0% B5% D1% 81% D0% BA% D0% BE% D0% B5_% D0% BA% D0% BE% D0% BD% D1% 81% D1% 83% D0% BB% D1% 8C% D1% 82% D0% B8% D1% 80% D0% BE% D0% B2% D0% B0% D0% BD% D0% B8% D0% B5 - CITE_NOTE-.D0.9D.D0.B5.D0.BB.D1.8c.d1.81.d0.be.d0.bd-.d0.94.d0.b6.d0.be. D1.83.d0.bd.d1.81-0
Traditionally, psychological consulting distinguish the following types (criterion of distinction is the focus of psychological counseling on the livelihood of personality):
Individual psychological consulting;
Family psychological consulting;
Group psychological consulting;
Professional (career) psychological consulting;
Multicultural psychological counseling.
Under the psychoprophylaxis in medicine, "it is customary to understand the system of measures aimed at studying mental influences on a person, the properties of his psyche and the possibilities of preventing psychogenic and psychosomatic diseases." There are primary, secondary and tertiary psychoprophylaxis.
Rehabilitation process, the purpose of which to prevent the development of preventable disability during the treatment of diseases and help persons with disabilities in achieving maximum physical usefulness, which is suitable within the framework of an existing disease.
The specificity of psychological counseling in an educational institution is as follows:
first, the short-term client's personal contacts with a psychologist's teacher;
secondly, the episodic of these contacts;
third, the practical completion of each meeting of the client with a psychologist;
fourth, client's activity in the process of counseling;
fifth, independence in the actions of the client aimed at permitting their problem after consulting.
Currently, there are four main directions asking specialization in the work of a practical psychologist: psychodiagnostics, psychological counseling, psychoprophilaxis, psychocorrection.
We will focus on psychological counseling. In practice, psychological counseling is an important component of the work of the school psychologist. This is due to the need for participants in the educational process (students, their parents, professional-pedagogical workers) in obtaining psychological assistance, the peculiarities of the psychology of students, the task of improving the psychological climate between students and adults. The initiators of appeals are: teachers (54% of the total number of appeals), students (23%). In the remaining 23% of cases, consultation occurs at the initiative of the psychologist himself, usually according to the results of observations or crisis moments in the school life, class discussed at meetings of the Prevention Council.
Psychological counseling includes the following private types of work:
The development and accurate wording of psychological and pedagogical recommendations, an accurate wording of psychological and pedagogical recommendations arising from the results of a psychodiagnostic examination, and the relevant recommendations should be offered to adults and children in the form, understandable and accessible to practical implementation.
Conducting conversations with those who need advice. These conversations are completed by children and adults the necessary psychological and pedagogical councils.
Work with teachers and parents performed within the framework of psychological universality and advanced training systems.
Consultative work of the psychologist of the school is carried out by subsequent directions:
1) counseling and education of teachers;
2) counseling and education of parents;
3) counseling schoolchildren.
In turn, consulting can take place in the form of consulting on the training and mental development of the child, as well as in the form of educational work with all participants in the pedagogical process at school.
Psychological enlightenment is the formation of students and their parents (legal representatives). Pedagogical workers and managers of the need for psychological knowledge, the desire to use them in the interests of their own development; Creating conditions for a full-fledged personal development and self-determination, studying at each age stage, as well as in the current prevention of possible violations in the formation of the personality and development of intelligence.
Consultative activities are the provision of assistance to students, their parents (legal representatives), pedagogical workers and other participants in the educational process in the development, education and training of psychological counseling.
A feature of the advisory work of a psychologist, especially in elementary school, is that the direct "recipient" of psychological assistance (client) is not its final addressee - a child, but an adult (parent, teacher) applied for advice. Thus, the psychologist is sometimes only indirect effect on the child. He only gives advice; Implement them - the task of the client.
Despite such specifics of the advisory work of a school psychologist with children of younger school age, their parents and teachers, this direction is fundamentally important in the practical activity of the school psychologist.
The effectiveness of his work is largely determined by how much it managed to establish constructive cooperation with teachers, parents and school administration in solving the tasks of training and education of schoolchildren.
In its advisory practice, a school psychologist can implement the principles of counseling of various psychological areas (diagnostic, existential, humanistic, behavioral and other approaches). However, in working with children, the personality and in general, the psyche of which is still at the stage of their formation, accounting for age features is an indispensable condition for the consultative work of a psychologist at school.
In general, the task of age-psychological consulting is monitoring the progress of the psychic development of a child based on the idea of \u200b\u200bthe regulatory content and age periodization of this process. The specified overall task today includes the following specific components:
Orientation of parents, teachers and other persons participating in the upbringing, in the age and individual features of the psychic development of the child;
Timely primary identification of children with various deviations and disorders of mental development and the direction of them in psychological and medical and pedagogical advice;
Prevention of secondary psychological complications in children with weakened somatic or neuropsychiatric health, recommendations on psychohygin and psychoprophylaxis (together with children's pathopsychologists and doctors);
Drawing up (together with pedagogical psychologists or teachers) recommendations on psychological and pedagogical correction of difficulties in school education for teachers, parents and other persons;
Drawing up (together with family psychotherapy specialists) recommendations for the education of children in the family;
Correctional work individually or (and) special groups when consulting with children and parents;
Psychological education of the population with the help of lecture and other forms of work.
Consider the features of counseling teachers. In consultative work with teachers, a number of principles can be distinguished on the principles on which the cooperation of a school psychologist with a pedagogical team in solving problems and professional tasks of the teacher himself:
1) the equal interaction of the psychologist and the teacher;
2) the formation of the teacher of the installation to independently solve problems, i.e. Removing the installation on the "Ready Recipe";
3) adoption by participants in counseling responsibility for joint decisions;
4) Distribution of professional functions between teachers and psychologists.
In the organization of psychological counseling of teachers, three directions can be distinguished:
1) Consulting teachers on the development and implementation of psychologically adequate training programs and upbringing.
2) Advising teachers about learning problems, behavior and interpersonal interaction of specific students. This is the most common form of a school psychologist's advisory work, helping to solve school problems in close cooperation of the psychologist, teachers and school administration and helping to create the most favorable conditions for the development of the child's personality and his learning. Consulting in this direction can be organized, on the one hand, at the request of the teacher, on the other, on the initiative of a psychologist who can offer a teacher to familiarize themselves with this or that information about the child and think about the problem of assistance or support. The organization at the request of the teacher is most effective, but the form of individual advice.
3) consulting in situations of resolution of interpersonal and intergroup conflicts in various systems of relations: Teacher - Teacher, teacher - student, teacher - parents, etc. As part of such socially intermediary work, the psychologist organizes the situation of the conflict discussion first with the opponent separately, then - together. The psychologist helps "Remove the emotional tension in conflict participants, translate a discussion into a constructive channel and then helps opponents find acceptable ways to solve the contradictory situation.
Let us dwell on the peculiarities of the counseling of parents. Psychological and pedagogical advice on parents, as in the situation of trial work with teachers, can be organized, on the one hand, at the request of the parent in connection with the provision of advisory and methodological assistance in organizing effective child-parent cooperation; On the other, the initiative of the psychologist. One of the functions of advisory work with parents is to inform the parents about the school problems of the child. Also, the purpose of counseling may be the need to psychological support for parents in the event of the detection of serious psychological problems of the child or due to serious emotional experiences and events in the family.
Table 2. Rates for psychological advice
|
The initiator of the meeting Characteristic of the reason for circulation |
School (psychologist, teacher, administration) |
|
|
Planned meeting |
Information about the age patterns of development, on the psychological characteristics of this stage |
Information about the individual features of the child's development at this stage, the relationship with age norms |
|
Acute Situation |
Any aspects of the behavior or teaching success of the child are anxious or discontent |
Parents do not cope with any educational task, need information, support, help |
When a meeting with a psychologist occurs on the initiative of the parents, most often we are witnessing a standard consultation in an age-psychological approach.
Consider situations when parents meet with a psychologist at the initiative of the school representatives.
Planned group counseling can be attributed to psychological education. This usually happens at the parent meetings. The psychologist informs about the general characteristics of the class and the psychological characteristics of this age stage of development.
Such activities are an important component in the work aimed at the formation of an adequate social situation of schoolchildren's development. The information obtained allows parents to realize what happens to the child at this stage; decide how to build relationships with him. Thus, the psychologist helps healthy people survive a difficult situation. That is why speeches at parental meetings can be qualified as counseling.
In addition, such meetings help parents get acquainted with a school psychologist, see his style of work. That is, are an opposite for an individual meeting. Essentially, parents are customers of a school psychologist without a contract.
The tasks of this area are determined by the provision of real advisory assistance to parents in matters of personal education. At this stage, the psychologist requires differentiation and individualization, focused on the help of various groups and individual parents in solving problems of training and education of their own children.
Consultation forms can be individual and group (see Table 3).
Table 3. Consultative Forms
In the process, consultations with parents are discussed mainly by the problem of the following nature:
· Features of the informative processes of the child (poor memory, scattered attention, lowacity, etc.);
· Personal features of the child, features of the behavioral and emotional-volitional sphere (non-prosperity, aggressiveness, increased excitability, timidity, fearness, etc.);
· Questions of his life prospects and vocational guidance;
· Difficulties in the child's relationship system (with adults - in the family, at school; with brothers and sisters, classmates, friends, etc.).
Consider the main stages of individual advisory work:
1. Working with a specific individual case is a rather labor-intensive process requiring a certain organization. Thus, for a qualified solution to the problem, it is necessary to collect and analyze information on the following sections. Information on the history of the child's development and the state of his health (conversation with parents about the history of the child's development can occur in the form of a standardized interview).
2. Information on the features of the social situation in which the child is growing, and the nature of its communication and relationships with significant persons (family, the team of peers in the classroom, etc.) To obtain this information, in addition to the above-mentioned methods, it is advisable to use the Questionnaire ASV Aydeyller-Yustitsky, Methodology Rena Housing, "Two Houses", Samples for joint activities, Family drawing and others.
3. Features of the behavior and activity of the child in various situations. To study the peculiarities of the behavior and activity of the child in the survey situation, it is advisable to apply the observation scheme.
4. Differentiated characteristic of the development of the cognitive and emotional and personal spheres of the child. Methodological means and techniques used to obtain this kind of information are very diverse. Their choice depends on the specifics of the problem, the age of the child dr. The main thing is to be a component of the methodology, systemically defining the psychological status of a child.
We give the overall characterization of the conversation with parents in the process of consulting.
In the process of counseling, the psychologist is in contact with his parents (although it may be a teacher) several times: during conversations to establish the history of the child's development, during the examination of the child and the parent on the specifics of their relationship, during the conversation on the results of the survey, at the Correction Conditions ( Parent teams, parental confidence training).
Each meeting of a psychologist with persons who applied with the request has its main goal of achieving a deeper, diverse and objective understanding of the problems of the child, his personality as a whole.
Prerequisites for the successful consultancy result are the following actions of the psychologist in the process of conducting conversations during the first meetings:
the ability of a psychologist to create trust, frank relationships with parents (or other persons who have applied for help), the ability to show empathy, show your attitude to parents as people, sincerely interested in the elimination of the child's difficulties;
discussion of the goals and objectives of counseling, that is, the introduction of the Client and the situation of the upcoming counseling, orientation in the general scheme of consultative work;
formation of the client of the installation on a joint and versatile analysis of the problems of the child;
customer warning about possible difficulties, complications and obstacles in the process of searching for psychological assistance forms, and then during its implementation; Removing the installation to expect immediate results.
The conversation conducted by a psychologist following the results of studying the case, pursues several purposes:
a detailed discussion of the general state of the child's mental development, as well as the nature, degree and causes of the identified difficulties, a conditionally variable forecast of its further development;
joint development of a system of specific assistance measures or a special correctional program;
discussion of parents related to the child, their attitudes towards his difficulties;
planning follow-up meetings or clarification of the need for consultations from another profile specialists (if necessary).
Depending on the specifics of a particular case, the final conversation consultant with parents can be built in different ways, but the 4 main stages are most often allocated in it. At the same time, it is desirable to lead a conversation at the same time with both parents, as it helps to get a more objective and versatile picture of the child's life and, moreover, allows them to feel the overall responsibility for the fate of the child.
At the beginning of the conversation, you need to encourage the parents to the free and frank discussion of the problems of the child, the actualization of the most exciting issues. It is also necessary to touch their ideas about the causes of the difficulties of the child and the means of their permission, help, find out their opinion about what goals can be put in front of the child, for what future it is to orient it. At the second stage of the conversation, a message is assumed and explaining the psychological examination of the results of psychological surveys, as well as their joint discussion. Specific data and illustrations from examination materials are demonstrated by a psychologist, usually help parents make a more reliable idea of \u200b\u200bthe nature and degree of child's difficulties. It is necessary to strive to work out the parents of the realistic idea of \u200b\u200bthe difficulties of the child. After that (in the third stage), a special program of action and specific forms of implementing the proposed recommendations are discussed. Finally, the conclusion of the conversation discusses how the attitudes of the parents have changed to the problems of the child, follow the following meetings. In the process of the conversation, it is important to show warmth, attention, respect. The criterion for estimating the effectiveness of the conversation is whether parents can confidently act on the basis of the information and recommendations they received from the consultant.
It is advisable to spend the most detailed discussion of the specific results obtained during the examination of the child often it gives greater persuasiveness of the conclusion of the consultant; Parents are useful to have a psychological conclusion in their hands written by a clear, understandable language, or at least to write out the conclusions and recommendations from the words of the psychologist, since it helps them to think about the results of consultations, to look for specific assistance measures, based on fixed conclusions, Check their correctness during the analysis of the further development of the child.
One of the principles of work of the age psychologist consultant is the principle of defending the interests of the child. However, the ideas about these interests and how to defend, differ significantly from different psychologists consultants. These differences are reflected in the methods and subject to their work.
If you proceed from the established in the practice of family counseling, today the most developed - dividing all cases of appeal to the consultation on the actual problems of family problems and the problems of parental-child relations, then in the field of parent-child relations there are three directions, three ways to work:
Increasing the socio-psychological competence of parents, training for communication skills, resolving conflict situations, improving the style of parental behavior, general educational awareness, etc.;
Working with the family as a whole from the point of view of both the diagnosis of an intrameal situation and correction and therapy;
Work is mainly with a child.
Of course, each of these three areas of work implements the principle of compliance with the interests of the child. And the age psychologist consultant is not only in the third modus. However, one of the organizational principles of his work is to refuse to advise parents without a child examination.
Thus, the procedure for advising parental-child relations in age-psychological consultation always includes a rather detailed psychodiagnostic examination of the child, and not only its interpersonal relations and especially not only these relationship with the eyes of parents. In some cases, it is necessary to conduct a psychological examination of parents.
In adolescence, psychological counseling is one of the most important activities of the psychologist, where the basic forms of consultative work include: optimizing communication of a teenager with peers, the formation of a sense of self-esteem and self-confidence, the development of the ability to set itself a goal, own, assistance in socialization and in Interaction with the surrounding reality.
S.L. Kolosov comes from the fact that the psychologist should be focused on improving the student activity of the student in solving its problems, and also help him develop and enrich his identity [Kolosova S.L. How to overcome dezadaption in children? // Bulletin of practical psychology and education. 2004. No. 1. C. 38-41; 41].
Because Gubkin emphasizes that when providing psychological support, the teenager should use a certain sequence of steps: restoration of a child's positive self-perception, his confidence in himself, to the world; analysis of the problem, identifying provoking sources, reasons; Setting a positive goal, a description of the desired behavior and the study of possible recurrences of old behavior. A significant nuance poses the following: Developing growth steps (description of specific achievements) and search for internal resources and support on them [Gubkin. Teenager and adult: mutual understanding paths // Bulletin of practical psychology and education. 2004. No. 1. C. 80-95; 85].
I.D. Egorchev, when analyzing this issue, allocates the necessary condition - the organization of constructive interaction, the inclusion of a teenager in socially approved, recognized and personally significant activities; as well as assistance in the implementation of his needs [Egorchev I.D. Teenager and adult: interaction on tangential (some results and prospects) // World of Psychology: Scientific and Magazine. 2008. № 1 (53). 189-202; 200].
L.A. Regula allocates the following: design of positive personal qualities; help update your abilities [Psychology of modern teenager / Ed. prof. L.A. Regulatory St. Petersburg: Speech, 2005. 400 p. ; 276] .F. Dolo noted that the teenager should help to learn to think and do in childish, and at the same time, to open the joy and meaning of adult duties.
Thus, we see that counseling is first aimed at finding a major problem, drawing up the main life difficulties of a teenager [Figdor G. Problems of educational consultation // Parents and children: Tutorial. Reader / under the red .d.y. Railgorodsky. Samara: Publishing House Bakhrakh-M, 2003.S. 405-465; 448], cause awareness of the teenager of their origins and cause concrete changes in his behavior [Abramov G.S. Practical psychology: Tutorial for university students. 6th ed., Pererab. and add. M.: Academic Project, 2001. - 480 p. ; 186].
Professional consulting as a separate type of psychological counseling is psychological advice aimed at working with the problems of professional development, professional activities, personality development in the profession. [Spicy N.S. Methods for the intensification of professional and personal self-determination: educational and methodical manual. - 2nd ed., Ched. - M.: MPSI; Voronezh: NGO "Modek", 2003.; 38] This is how the term "professional" in the title of this type of consulting is understood. The psychologist-consultant, while concentrating at work with professional and important customer qualities as an individual activity style (which is especially important in cases of professional work with socially disadaptised adolescents and young people). [Donzov D.A., Dontsova M.V. Professional (vocational guidance) psychological consulting // Bulletin of the Moscow City Pedagogical University, No. 4, 2008.; fourteen]
In the practice of school psychologists, consultations on individual problems are most popular (internal conflicts, fears, psychological injuries, interpersonal relationships) and family problems (relationships with relatives, relationships with children). Profcinxultification less in demand (improvement of performance, recommendations "How to behave when interviewing with the employer", identify the purpose of a further professional and educational route).
conclusions
The main idea underlying psychological consulting is the idea that almost any mentally healthy person is able to cope with the majority of psychological problems that arise in his life. The client, by virtue of various reasons, may not always be aware of the true cause of the problem, the best ways to resolve it, and it is at this moment he needs help from a specialist.
Psychological consulting is different from other types of psychological assistance in that the client is given a more active role and the main psychocorrection work is carried out by himself, and in psychotherapeutic work, the psychologist itself is responsible for the result. Consequently, for the final result of counseling liability lies with the client, and the psychologist is responsible for the correctness of his conclusions about the essence of the problem and the professional substantiation of recommendations for resolving this problem.
This type of activity (consulting) is one of the powerful tools for the work of the teacher-psychologist with a person. It allows you through the impact in a word, through the skillful construction of a dialogue and system of issues, comments, interpretations, confrontations to structure the mental state of the client, to promote the formation of adaptive protective mechanisms and, accordingly, adequate personality behavior.
One of the main tasks of the psychological counseling of family members of a child who has a violation of development is the optimization of intra-family relations by adopting and practical implementation by the parents of adequate "role-playing positions" in relation to the child and each other, training of parents to the skills of establishing positive contact with the child and upbringing it in accordance with social norms of behavior.
Parents' errors are sufficiently common to raise a child with development deviations arising from reducing the requirements for it, consolidating the status of the "patient". Observations of teachers and psychologists show that if the decline in the requirements in terms of mental development of the child, his trainee is justified to a certain extent, it should be minimal about the daily requirements for the subject-practical activity of the child and actions with educational importance. The child who is lagging behind in development, equally, as fully developing, should be given the skills of tidy, self-service, and in the future, and sacrificing work in the family, care for loved ones. In many cases, analyzing the situation in the family of a child with a deviation in development, teachers observe a reverse picture. Parents begin to prematurely teach a child account, reading, writing, organize additional classes with teachers, seek to give the child such a number of information that it cannot reach and assimilate. All parent's aspirations are aimed at solving the problems of learning and device for children to school. Therefore, educational institutions sometimes have to deal with a child who does not own elementary skills of self-service, but the letter of the alphabet. Parents are unnecessarily taking these children, they seek to eliminate even minor difficulties in their daily life, they are not released from themselves. In the family it creates a tense atmosphere, conflict situations between parents and other children.
Often in families, where, besides a child with deviation in development, there are normally developing children, there are incorrect relationships between family members. A full-fledged child in such families becomes abandoned in such families, it requires a "patient" in everything to give up, not to respond in every way, do not respond and not complain about the wrong or inadequate acts of the latter. All this can be negatively reflected on the nature of a normally developing child, and sometimes it can lead to the nervous breakdown. The correct assessment of the family situation, regular counseling at the psychologist and the doctor of the psychoneurologist contribute to the establishment of an optimal psychological climate in the family and overcoming severe emotional experiences and conflicts from parents.
Psychological and pedagogical consulting is based on the following principles.
a) adherence to the interests of the child. This principle is carried out in all cases, except for a sharply pronounced pathology of development, when the health of other family members is under threat and, above all, children. Compliance with the interests of the patient is to create adequate conditions for its training, education and treatment both in educational institutions and at home.
Currently, our country has created a wide network of preschool and school correctional educational institutions, which allows you to organize child learning in optimal conditions on special programs. Often, only an insufficient understanding of the parents of real personal capabilities of their child prevents his immediate direction to the appropriate baby institution.
b) the correct form of a diagnosis message delivered to the child. In a conversation with parents, a psychologist (correctional teacher) puts his task not only to reveal the psychopathological structure of the defect, but also note the positive qualities of the identity of the child. As practice shows, parents should not be diagnosed to be diagnosed and the decision of the Psychological and Medical and Pedagogical Commission (PMPC), but accessible and understandable to say about the features of their child, explain how to do at home and what to pay attention to it. At the same time, the living conditions of each family, its composition, cultures "level, the number of children in the family, their age are always taken into account, their age is so that the specialist advice does not find themselves for the family with difficulty" the parents did not have a feeling of their helplessness.
c) Collective consulting of families are preceded by the individual advice on family members in compliance with the Ribbean of each individual on personal secrets.
Not such a rare case when parents disagree in matters of learning and upbringing their child and want to talk with a consultant alone, in order to test the correctness of their positions or explain any parties to family life. Psychologist (correctional teacher) analyzes the family situation based on the interests of the child and gives an objective assessment of its capabilities. He advises parents and other relatives of the child individually, observing the secret of counseling to avoid new psychotrauming situations for family members. Individual consulting helps to more correctly build a further work on the consulting of the family, in which other relatives of the child are also involved in their parents.
Those conflicts between parents who directly relate to the child are not included in the counseling tasks, which are reported to parents.
With the help of psychological and pedagogical counseling, they are achieved (under the leadership of a psychologist or teacher-defec-fatness) Development of adequate intrameal positions and the adoption of optimal "family roles" by each family member.
The effective method of consulting is to conduct corrective psychological and pedagogical classes with a child in the presence of parents. This method is recommended to use in working with families whose children are engaged in QU correctional groups (study in correctional classes or a special school).
Observation of parents for his child's classes with a psychologist (correctional teacher), for the process of assimilating certain rules of behavior, knowledge, skills and skills helps parents better understand their child, evaluate the adequacy of the requirements for it and take a more correct educational position in the family. It is also recommended to use the method of analyzing the behavior of children and parents with the collaboration of homework. As parents assimilate some techniques and methods of working with a child, contact between them in the family gradually becoming facilitated that the contribution to greater understanding between family members.
A timely psychological and pedagogical advising the child with deviations in the development and its parents allow you to choose adequate conditions and methods of teaching and educating the child, overcome the difficulties of education, as well as improving IT, intimidian relations. It is advisable to re-consult children and parents, as, even by taking some decision on the organization of intrameal relations, parents often cannot immediately understand all matters and they have a need for new advice. It is also important to analyze the dynamics of the child's development, once again analyze the adequacy of the conditions for its training and education so that, if necessary, make organizational changes, as well as clarify the initial diagnosis and forecast of the cognitive development of the child.
Theoretical information
Psychology is an amazing science. At the same time, she is young, and is one of the most ancient sciences. Already philosophers of antiquity reflected on the problems that are relevant for modern psychology. Questions of the ratio of soul and body, perception, memory and thinking; Issues of learning and education, emotions and motivation of human behavior and many others have become scientists, starting with the time of the emergence of the first philosophical schools of ancient Greece in 6-7 centuries to our era. But the ancient thinkers were not psychologists in a modern sense. The symbolic date of birth of the science of psychology is considered to be 1879, the opening of Wilhelm Wundt in G. Germia, in the city of Leipzig, the first experimental psychological laboratory. Until this time, psychology remained speculative science. And only V. Wondt took over the courage to combine psychology and experiment. For V. Wandt, psychology was a science of consciousness. In 1881, the Institute of Experimental Psychology (existing and understood) opens on the basis of the laboratory, which is becoming not only a scientific center, but also an international center for the preparation of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology opened V.M. Bekhterev in 1885 under the clinic of Kazan University.
Age-Psychological consulting is the main goal of monitoring the progress of the psychic development of the child on the basis of ideas about the regulatory content and periodization of this process (G.V. Burumenskaya, O. A. Karabanova, A. G. Leader).His tasks are reflected in psychological and pedagogical purpose:
1. Orientation of parents, teachers and other persons participating in the upbringing, in the problem of the age-related individual characteristics of the child's mental development.
2. Timely primary discharge of children with various deviations and impairment of mental development, direction to specialists.
3. Prevention of secondary psychological complications in children with weakened somatic or neuropsychiatric health, recommendations on psychohygin and psychoprophylaxis.
6. Correctional work in special groups with children, parents, teachers. Psychological and pedagogical education of the population.
The meaningful specificity of age-psychological counseling is concentrated around the problems of the child's mental development. In accordance with the general scheme of age-psychological counseling, the information received is grouped in four main sections: 1) health condition; 2) information about the features of the social situation in which the child is growing; 3) data on the characteristics of the behavior and activities of the child; 4) Differentiated characteristics of the development of cognitive and emotional-personal areas of the child.
Based on the information received, the psychologist concludes:
· General assessment of the level of development;
· Essence of the child's difficulties;
· The degree of their complexity;
· Factors provoking difficulties;
· Scope of influence in order to reduce the acute problem;
· Conditional development forecast.
Age-psychological counseling is carried out in the following algorithm:
1. Analysis of information obtained in the primary conversation with parents, specialists, teachers, the establishment of contact with the child.
2. The conversation with parents aimed at obtaining information on the preceding stages of the child's development, its intramearial relations and the circumstances of the social plan.
3. Collecting information from other health care facilities (if necessary).
4. Child observation in natural conditions.
5. Experimental and psychological examination of the child.
6. Data processing, causal analysis of results.
7. Psychological diagnosis of a child.
8. Psychological and pedagogical purpose.
9. Control, re-consulting.
Psychological diagnosis reflects the level of the actual and nearest development of the child.
The level of current development:
a) age-psychological characteristics;
b) the social development situation;
c) the level of development of leading activities and compliance with its regulations;
d) new formation age, their development;
e) difficulties and deviations, their causes. Conditional variant development forecast (import zone):
a) disclosure of the problem field alternatives to development;
b) showing conditions for optimal development.
To carry out age-psychological counseling, a psychologist need knowledge of age and pedagogical psychology. Based on the general patterns of age development, knowledge of mental neoplasms and psychological problems of each age and correlating them with the individual features of the development of children and adolescents, a psychologist may draw conclusions and predict the situation of further development.
R.S. Nomov allocates psychological and pedagogical counseling as a special type of consultative work. He relates to a discussion with the client of issues of training and education of children, to teach something and increasing the pedagogical qualifications of adults, pedagogical leadership, management of children's and adult groups and groups, improving programs, methods and means of training, psychological substantiation of pedagogical experiments and innovations and Dr. In this kind of consulting, we are talking about which pedagogical technologies or their individual, components should be applied in specific situations and what the impact on the development of the individual they can have.
Psychological and pedagogical counseling assumes the presence of a consultant for pedagogical education and learning and education experience. Good psychological consultants can be former teachers who have gained psychological education.
