Advisory help of a speech therapist teacher to parents with children with disabilities consultation. Consultative and diagnostic support for persons with disabilities. Features of psychological counseling for persons with disabilities
"Features of psychological counseling
parents of children with disabilities in the conditions of the Federal State Educational Standard "
Content:
Legal and regulatory framework for inclusive education of children with disabilities and children with disabilities.
Algorithm of family counseling for parents of children with disabilities.
Legal and regulatory framework for inclusive education of children with disabilities and children with disabilities:
Federal Law of the Russian Federation of December 29, 2012 N273-FZ
Law of the Russian Federation of November 24, 1995 N 181-FZ with additions andchanges
Resolution of the Government of the Russian Federation of February 20, 2006 N 95 (as amended by the Resolution of the Government of the Russian Federation of 07.04.2008 N247)
Appendices N2 and N3 to the order of the Ministry of Health and Social Development of the Russian Federation of 4.08.2008 N 379н
"Aboutapprovalclassificationsandcriteria,used byatimplementationmedico-social - Order of the Ministry of Health and Social Development of the Russian Federation on August 22, 2005 N 535)
Order of the Government of the Russian Federation of November 17, 2008 No.1662-r
Concept for the development of education in the Russian Federation until 2020 dated November 17, 2008 No. 1662-r
"AboutapprovalTypicalprovisionsOspecial(correctional)educationalinstitutionfor - Resolution of the Government of the Russian Federation of March 12, 1997 N 288 (as amended on March 10, 2009)
"On the concept of integrated education for people with disabilities(with - Letter of the Ministry of Education of the Russian Federation of 04.16.2001 N 29 / 1524-6
"On uniform requirements for the name and organization of activities of classes of compensatinglearning - Letter of the Ministry of Education of the Russian Federation of May 30, 2003 N 27 / 2887-6
Letter of the Ministry of Education of the Russian Federation of 03.04.2003 N 27 / 2722-6
Order of the Ministry of Education and Science of the Russian Federation of March 24, 2009 No.95
Letter from the Ministry of EducationRussianFederation of 27.03.2000 No. 27 / 901-6)
"Ocreatingconditionsforreceivingeducationchildrenwithlimitedopportunitieshealthand - Letter of the Ministry of Education and Science of the Russian Federation of 18.04.2008 No. AF-150/06
"On approval of the Unified qualification reference book for managers, specialists andemployees, -Order of the Ministry of Health and Social Development of Russia No. 593 of August 14, 2009G.
"On the classes of vision protection in general education and special (correctional)educational - Instructional letter of the Ministry of Education of the Russian Federation of February 21, 2001 N 1
Letter of the Deputy Minister of MINISTRY OF BRANCHING OF RUSSIA IR-535/07 dated 07.06.2013.
"On the approval of the procedure for the organization and implementation of educationalactivities in the main Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1015.
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) of September 20, 2013 No.N 1082 Moscow.
Prikhodko O.G. The activities of support specialists in the inclusion of students with disabilities and children with disabilities in the educational space. - Guidelines... (series "Inclusive Education") M., 2014
Difficulties of parents with children with disabilities.
A child with disabilities is a child with special health capabilities, or, as it would be more correct to say, a child with special needs. His development, education and training require special conditions. The main task of raising such children is to create conditions conducive to maximum disclosure.
In accordance with the Law of the Russian Federation "On Education", the principles of humanization of the educational process, differentiation and individualization of education, a category of students with disabilities is distinguished.This is an individual who has physical disabilities and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and hindering education without creating special conditions (Chapter 1, art. 2, item 16).The education of this category of students can be organized both together with other students, and in separate classes, groups, by means ofgroup and individual remedial classes, providing access to the buildings of organizations carrying out educational activities, and other conditions, without which it is impossible or difficult to master educational programs by students with disabilities [in the same place].
Currently, training for this category of students is carried outby 2 basic forms : inclusive education (French inclusif - including, from Latin include - I conclude, include; inclusive education of children with disabilities in educational institutions, when the educational process is carried out taking into account the educational needs of the child) and integrated learning (from Latin integratio - connection, recovery - teaching children with disabilities in an educational institution, when the child himself adapts to the general educational system).
Thus, children are enrolled in the educational institutionwith disabilities, the main developmental defect of which slows downthe formation of cognitive processes, reduces cognitive activity, complicates self-control and self-regulation in this category of students. The emotional and personal sphere of schoolchildren with disabilities is characterized by immaturity. These features of the development of the emotional-volitional and cognitive spheres make it difficult to adapt to school, the formation of educational abilities and skills, and the assimilation of program material in general. Typically, these students fail to understand the value and need for training.
Diagnosis of a child with disabilities for parents -. He is often accompanied.
Acceptance of the diagnosis and the situation, on average, proceeds according to the following plan:
Negation ... The parents do not want to admit the diagnosis; they undergo several doctors. The very idea of asking a few medical opinions is correct, but in this case it turns into an endless run with a diagnosis that has already been confirmed more than once. This is dangerous because, along with the adoption, treatment is delayed, and some diseases require its immediate start.
Anger. While there is no plan for correction and rehabilitation, parents are seized with despair and confusion. In response to them, a defensive reaction arises in the form of anger directed at oneself, a spouse, a child, and doctors. At this stage, it is important to get to know other families where there are children with disabilities as early as possible, to find information about institutions where you can turn for help.
. At this stage, parents tend to blame themselves for the characteristics of the child, to look for reasons in their own behavior. Working with a psychologist will help.
Emotional adaptation ... Parents accept the child, themselves, the situation. Positive attitudes prevail, helping to develop skills for creating a happy unborn child.
The passage of the stages lasts on average from six months to a year. These are the stages of experience. You need to go through each of them. If you get stuck at one of the stages, work with a psychologist is shown. Otherwise, the parents will not be able to properly educate the child, they will choose an inadequate strategy of behavior.
There are three popular behavioral strategies. Two destructive ones:
Passive acceptance of the type "God's will for everything" or "everything will be formed by itself." With this behavior, stress will only worsen, difficulties will increase.
Faith in destiny. Also a passive position. It differs from the first in the presence of a constant feeling of guilt and helplessness, fear of accusations from the outside.
Constructive position - active participation in solving problems, acquiring resources, changing the situation. If something cannot be changed yet, then the parents accept and control it. Otherwiseactively act.
The first 2 strategies of behavior can result ingroups of problems with which parents of children with disabilities usually seek help from a psychologist:
Difficulties arising in the process of teaching a child;
Problems related to raising a child;
Problems of relationships with peers (healthy children are ashamed of a sick brother or sister, subject them to ridicule; healthy children put their finger on a sick child or intently, with increased interest, consider his physical disabilities; peers offend a sick child, do not want to be friends with him, etc.);
Interpersonal contacts of a sick child with loved ones, their attitude towards him (pity, overprotection; on the part of a sick child, rudeness and aggression towards loved ones may appear);
An underestimation of the child's capabilities by the specialists of the educational organization (parents complain that the teacher underestimates the capabilities of their child, at home the child shows the best academic results);
Violations of marital relations between the mother and the father of a sick child, arising from a defect in the child;
Emotional rejection by one of the parents of a child with disabilities, and in extreme cases even refusal of his material support;
Comparative assessment by the mother (father) of the relationship of the spouse to a child with disabilities and to normal children (positive or negative, possibly the manifestation of feelings of jealousy, anger, aggressiveness).
If we analyze the above problems, then we can separate themconditionally into three groups:
1) misconceptions about parents about the peculiarities of manifestation of parental feelings (parental love);
2) insufficient psychological competence of parents O age development child and adequate methods of educational influence;
3) underestimating the role personal example of parents and the unity of the requirements for the child.
Approximate types of assistance to parents of children with disabilities.
Psychological and pedagogical support of families of children with special educational needs, determined by the following activitiesteacher-psychologist :
Speeches at a parent meeting for parents of first graders on the topic "How to help a child during his adaptation to school."
Individual consultations for parents of children with disabilities to prevent the process of maladjustment of first graders to school education.
Round table for parents: "How to interact with anxious children", "How to interact children ".
Questioning the parents of primary schoolchildren and high school students in order to study parent-child relationships.
Individual consultations for parents of special children on: teaching them techniques for relieving fatigue and increasing the cognitive activity of children, improving children's self-esteem.
Group consultation for parents of children with disabilities: "Techniques for enhancing attention in restless children." "Stubborn child." "Organization of summer vacations".
Lecture for parents "Methods and techniques for relieving psycho-emotional stress."
Speech at the parent meeting "Features of interaction with children with special educational needs."
Individual consultations for parents of children with disabilities on request .
Algorithm for counseling parents of children with disabilities.
Counseling for a family raising a child with disabilities has a certain organized form.
Stage 1: acquaintance, establishing contact and achieving the required level of trust and understanding.
The first phrase, expressive facial expressions, smile are non-verbal means used by a psychologist to establish contact and enter the world of problems of a family and a child with disabilities. It must be remembered that for a family raising a child with disabilities, this is another test. Therefore, creating an atmosphere of joy of meeting is a prerequisite for establishing contact.
Stage 2: identification of family problems from the words of the parents or persons their substitute .
The psychologist talks with all family members, finding out the problems that concern them. Then the conversation continues without the child, separately with each adult.
At this stage, the psychologist forms a primary generalized understanding of the problems of the child and his family.
Quite often, parents of children with disabilities voice:
1) difficulties arising in the process of teaching and raising a child (the child does not cope with the educational program; the family turns to a psychologist to determine the institution in which the child can study);
2) inappropriate behavioral reactions of the child (negativism, aggression, oddities, unmotivated fears, disobedience, uncontrollable behavior);
3 ) inharmonious relationships with peers (healthy children are "burdened", embarrassed by their sick brother or sister, subject them to ridicule and humiliation; at school, kindergarten, on the street, children point at a sick child with a finger or intently, with increased interest, examine his physical disabilities; offend, do not want to be with him make friends, call them stupid or fool, etc.);
4) inadequate interpersonal relationships of close relatives with a sick child (in some cases, relatives take pity on the sick child, overprotect and "caress" him, in others they do not maintain relations with the sick child; on the part of the sick child, rudeness or aggression towards loved ones may appear);
5) underestimation of the child's capabilities by the specialists of the educational institution (parents complain that the educator or teacher underestimates the capabilities of their child, at home the child shows the best academic results);
6) broken matrimonial relationship between the child's mother and father ;
7) emotional rejection by any parent of a child with developmental disabilities , in extreme cases, refusal even from his material support;
8) comparative assessment by the mother (father) of the relationship of a spouse to a child with developmental disabilities and to normal children(positive or negative, possibly the manifestation of feelings of jealousy, anger, aggression), etc.
At this stage, the psychologist forms a primary generalized understanding of the problems of the child and his family. For example:
1) the child actually has problems in psychophysical development, and he needs specialized help;
2) parents use inadequate parenting models that distort the child's personal development;
3) family members are traumatized by the child's state of health, primarily by his defect; many problems have accumulated between them, which they cannot solve on their own.
Stage 3: diagnostics of the developmental features of the child.
At this stage of counseling, the child is invited for a conversation and examination. The psychologist diagnoses the intellectual, personal characteristics of the child, predicts his ability to learn according to a specific program.
The goals of psychological and pedagogical examination of a child include:
1) determination of the nature and degree of violations in the child;
2) identification of the individual characteristics of the child's intellectual, communicative-behavioral, emotional-volitional and personal spheres;
3) an assessment of the child's contact with parents, the adequacy of his behavior, the nature of relationships with others, determining the level of the child's criticality to the comments of a psychologist or relatives.
Stage 4: determination of the parenting model used by parents, diagnostics of their personal characteristics.
An important step in counseling is to determine the nature of the interpersonal relationship between the parents and the child. The features of these relationships are largely determined by the psychological type of the parents themselves.
In an individual conversation with parents, the psychologist collects information about the family. He gets acquainted with the history of the family's life, clarifies its composition, finds out the anamnestic data about the child, the history of his birth and development, studies the documentation brought by the parents for consultation (results of clinical and psychological and pedagogical research, characteristics from educational institutions), analyzes creative and test papers child.
At this stage, the psychologist forms a primary generalized understanding of the problems of the child and his family.
But, in addition to the survey, it is sometimes necessary to conduct a psychological examination of the parents and their relationships!
The psychologist's proposal to conduct a survey of the parents themselves evokes a negative reaction from some parents. The psychologist explains that, of course, the participation of parents in a psychological examination is a voluntary procedure and parents have every right to refuse it. However, in this case, it is unlikely that it will be possible to determine the causes of intra-family problems and then resolve them. The psychologist proves to parents the importance of psychological study of the atmosphere in which the child lives at home. He gently but persistently convinces the parents of the need for their participation in the diagnostic examination.
At the same time, parents are informed that all information that they trust to the psychologist is strictly confidential and will never be used to the detriment of the child or his family, which is prescribed by the ethical code of the psychologist.
At the beginning of the survey, in order to remove fears and unnecessary doubts, parents are offered the most elementary tests: M. Luscher's method, the “My family” method, and then questionnaires, which include a significant number of questions, SMOL (SMIL) MMPI, ACB, etc. So that parents do not worried about the correctness of their answers, the psychologist reminds them that they need to answer the questions immediately, without hesitation for a long time, and the correctness of the choice is always relative. As a homework assignment, parents are offered the “Story of a life with a problem child” technique, explaining in detail the instructions for its implementation. Examination of parents during the initial consultation lasts no more than 40-50 minutes. This is the time that most parents agree to spend on testing. If there is a need for additional information, the family is invited to re-counseling.
Stage 5: assessment of the results of diagnostics and the formulation of real problems to psychologists .
This stage is devoted to discussing with the parents the real problems that were identified in the conversation and in the process of psychological study of the child and his family. The psychologist clarifies the problem, and, if necessary, reformulates it. The task of the psychologist is to draw the parents' attention to the really existing problems. He tells parents a possible way out, and in case of an incorrect interpretation of the problem, he seeks to convince them of the incorrectness of their own position.
Stage 6: identifying ways in which problems can be solved.
The main problems of families raising children with disabilities are solved as a result of the implementation of the following measures:
selection for the child of suitable training programs and the type of special (correctional) educational organization;
organization of correctional work at home;
selection of an adequate model of education and training of the child's parents in practical educational techniques;
the formation of an adequate relationship in the child with family members and other significant adults;
changing the opinion of parents about the “hopelessness” of the child's development.
At this stage of counseling the specialist may have to join in "How to talk about a child's defect in the family?" It is common for many families to taboo discussing the defect and its possible consequences. To start such a conversation, the counselor may ask: "How do you cope with the fact that the child can (not receive an education, not find a life partner, die, experience a relapse of the disease, etc.)?", "What helps you cope?" ... If parents show fear about discussing their child's characteristics, you can ask them: "When do you think the child will be ready to discuss the problems associated with his disability?" Most likely, parents will determine a certain distant age. "What will help you understand that he is old enough for such conversations?" Usually the parents indicate that the child starts asking questions. "And if he starts asking questions earlier?", "Are you waiting for the child to ask about something, or can you start a conversation yourself?" The main argument on the part of the parents is the fear of upsetting the child: "I am afraid of hurting him." The counselor has the right to notice that the child may be more upset in a situation where he does not know what and what his limitations are. For a positive discussion, the counselor can use the following questions:
“What gives you the confidence to think that the child is not thinking about his disability?”;
“What do you think will change for the better if all family members know the features of the defect and its daily manifestations?”;
“Who do you think will find it easier if the taboo is removed from the topic of disability?” ...
Stage 7: summing up, summarizing, consolidating the understanding of the problems in the formulation of the psychologist.
When completing counseling, the psychologist formulates the family problems anew, offers his own interpretation of the existing difficulties and indicates the ways to resolve them.
At the same time, it is taken into account that in order to achieve an understanding of the interpretation of family problems given by a psychologist, the parent needs time to think over and form a new view.
Parents may become dissatisfied with the results of counseling, especially if their position has been questioned. In this case, the family (or one parent with a child) is invited for additional counseling.
When conducting a psychological study of the family and its counseling, the tactics of a psychologist play an important role. As a set of means and techniques for achieving the intended goal, the tactics of a psychologist during communication with parents is determined by three interrelated tasks:
1) establishing contact at the level of "feedback";
2) correction of parents' understanding of the child's problems;
3) correction of interpersonal (parent-child and child-parent) and intrafamilial (mother of the child-father of the child) relations.
If necessary, prolonged counseling becomes the most important condition for constructive interaction between the psychologist and the family. It can last as long as the family needs, that is, two, three sessions, and sometimes more. In some particularly difficult cases, counseling is gradually transferred to the stage of psychological support for the family.
Possible Topics consultations for parents raising a child with disabilities:
Children's aggressiveness and its causes.
Child's independence while doing homework. How to develop it?
How to develop an interest in reading in a child with disabilities?
Disagreements in the family and their impact on the educational success of the child.
Your child with disabilities in a team of children.
Childish selfishness. How to overcome it?
Friends in the life of a child with disabilities.
Causes and consequences of childhood shyness.
The role of family relations in the formation of a culture of communication between a child with disabilities and other children.
Social adaptation of a child with disabilities and its results.
The reasons for the loneliness of children with disabilities.
Rudeness and misunderstanding in the family.
Friends of children with disabilities - friends or enemies?
Child-parent relationship of children with disabilities.
If a child with disabilities steals.
The only child in the family. Ways to overcome difficulties in education.
Shy child. Shyness problems and ways to overcome it.
Individual characteristics of students with disabilities.
The art of punishing and rewarding children with disabilities.
How to teach children with disabilities to learn.
How to help parents understand their child with disabilities.
How to hear and understand your child.
How to help parents understand their child.
How to learn to understand the child.
How to organize leisure activities for children with disabilities.
How to help a child with disabilities in school.
How can I help my child to adapt?
Computer and kids: be careful!
How to teach children of different ages to handle money.
How can you help your child build relationships with classmates?
How to raise a child with disabilities without punishment.
How to avoid school failures.
How to help your child learn.
How to spot the genius in your child.
How to find mutual language with a problem child
36. How to teach a child with disabilities to save money?
37. How to teach a child with disabilities to independently do homework
38. Personal professional self-determination of children with disabilities;
39. Personal professional self-determination and motivation;
40. Interpersonal relationships with students:
41. Interpersonal relationships in the family of children with disabilities;
42. Should a child be taught politeness?
43. Punishment and encouragement of children with disabilities.
44. Punishments of children. What should they be?
45. The present is always more important than the past.
46. About disobedience of children of children with disabilities.
47. Features of raising a child with disabilities by mom and dad.
48. Features of the formation of reading skills in children.
49. Features of adaptation of the child to the learning environment at school.
50. Rules for conducting sociometric research.
51. Support and instilling confidence in children with disabilities.
52. Encouragement and punishment of children in the family.
53. Prevention of neuroses in children with disabilities.
54. Reasons for the failure of a child with disabilities.
55. Prevention of computer addiction.
56. Psychological support for children with disabilities
57. Problems arising in children with disabilities in the learning process
58. Prevention of student failure.
59. Prevention of abuse in the family.
60. Increasing the child's motivation for schooling.
61. Psychophysical readiness of a child with disabilities for schooling.
62. Problems of attention of children with disabilities.
63. Correct motivation in the study of children with disabilities.
64. Help your child prepare homework.
65. Help your child overcome fear!
66. Help your child focus
67. Poor memory of children with disabilities. How to develop it?
68. Parental Programming
69. The role of the family in the development of the abilities of children with disabilities.
70. Parental programming for the failure of children with disabilities
71. A child with disabilities and a TV set.
72. The role of school assessment in education.
73. The child does not want to learn. How can I help him?
74. Resolving conflict situations in the family;
75. Reducing the level of anxiety in children with disabilities
76. Ways to relieve neuropsychic stress in children with disabilities
77. Styles of family education.
78. Secrets of a successful parent.
79. The system of rewards and punishments in parental pedagogy
80. Difficulties and mistakes of education. Ways to overcome them
81 Difficulty for adults and difficulty for children
82. Anxiety of children. What can it lead to?
83. Difficulties and mistakes of education. Ways to overcome them
84. Accounting for the prevention and prevention of the manifestation of deviant behavior;
85. The language of understanding between father and mother
86. Me and the Computer
87. I am calm ... or Ways to deal with stress in children with disabilities
88. The level of learning of schoolchildren
89. We teach children with disabilities to communicate
90. School difficulties of children with disabilities
91. School anxiety in children with disabilities
92. Effective interaction in solving problems of students at risk.
93. The emotional component of a mother's relationship to her child.
94. Formation of self-confidence in children with disabilities…. training in defending one's opinion.
Rehabilitation of children must necessarily take place in the context of interaction, cooperation of parents, educational institutions, psychologist, social worker, physician. Openness, humanity, professionalism, responsibility in relationships are important.
It is unacceptable to limit the independence of the child, to perform every action for him. Self-care should be encouraged, children should be taught, even with severe degrees of mental retardation.
Parents (together with teachers) are obliged to:
create an atmosphere of benevolence and psychological safety;
to compare the child's success only with his own achievements, and not with other children;
try to accept the child without judgment;
focus on stored skills, positive personal qualities as a potential for correction;
Do not focus on features;
gradually acquaint the child with his real characteristics, develop talents and, than to bring up a sense of self-esteem and self-worth.
To achieve this:
1.
Take the initiative, seek help from the specialists of the institution,
get individual, family consultations, participate in trainings for parents and children. Try to listen and follow the recommendations of the specialists working with your child.
Remember, it is not your fault that this happened. Take the situation for granted, do not think about how and why it happened, think about how to live on. Remember that the child feels all your fears and "dark" thoughts on an intuitive level. For the sake of your child's successful future, try to find the strength to look to the future with hope and optimism, living in the present.
If necessary, seek help from the same parents, help each other, share experiences, support each other. A psychologist or those parents who have a child with similar difficulties, and they have successfully overcome a difficult period, can help to overcome a difficult period.
Communicate with other parents, share your experience, your success in education, upbringing, communication, adopt someone else's experience. This will help you and your children find friends, life partners. Train effective behaviors.
2. Read ... Read as much as possible. Study the available information in order to be "in the subject", to know the peculiarities of your child's development and ways of helping, techniques, games, opportunities. Constantly return to what you have already read, stimulate yourself, because the information is forgotten, we get tired, we get used to the current state of affairs, we simply relax, we cease to keep in touch with specialists, play and engage with the child every day. But in order to support the child and help his development, daily and regular classes are a necessary condition.
3. Follow ALL recommendations of the speech therapist teacher ... Violations of speech development are an obstacle to development in general, therefore, it is necessary to train the child daily in performing articulatory gymnastics and other tasks of a speech therapist teacher.
4.
COMMUNICATE WITH YOUR CHILD
... A child's self-esteem largely depends on the assessment of the people around him. It is important that the child believes in his own strength, experiences a state of comfort, security, positive outlook and interest. For this, communication is very important. Take an interest in the events of the child's life, his opinion. For example, ask your child questions about what they have learned in the garden today.
There is a question - there is a work of thought. There is a thought - memory is activated.
Remember, so that the child knows how to behave and what to say in different situations, he needs to be taught this. Simply by observing you, "over time", he will not learn this. Learn what to say, when to say, how to approach, what to answer in a given case. Practice different situations of communication, first in the game (coming to visit, congratulating you on your birthday, calling your mother at work, talking with a stranger on the street, etc.), and then in a real situation. At first, always be there, prompt, support the child. Teach to ask for help, to help others. Create conditions for the child to communicate with peers, friends, because no mass media can replace live communication. The sooner a child begins to communicate with other children, the more likely it is that he will be able to adapt more easily in the future. Try to remain calm, benevolent, and friendly in dealing with children, among yourself and with other people. From the first months of life, it is important for a child to feel the stability and calmness of his environment.
5 . What DO NOT DO ... Don't look at the child as small, helpless. It is not recommended to constantly patronize him. Do not subordinate the whole life in the family to the child, do not do everything for him, including what he himself could have done without much difficulty. Such overprotection is very harmful to children. It is in simple activities, elementary skills of self-service and self-control that such important qualities as self-confidence, a sense of responsibility, and independence develop. Of course, control is necessary, but it must be organized not "above", but "side by side." A child of 4-5 years old can and should dress and undress on his own, put his clothes in the closet, put away toys, help set the table and clear the table, can dust and wipe the floors. The child is your main helper. Teach him to do household chores and errands, take care of himself, keep clean, develop skills in self-care, etc., as this stimulates development and adaptive activity, makes the child independent and less dependent. Provide your child with reasonable autonomy in the actions and decisions available to him.
Praise the children when they are able to do something or achieve something. Do not feel sorry for the child because he is not like everyone else. Give your child your love and attention, and remember that there are other family members who need you too.
Help your child in difficult situations. Learn to reasonably, calmly and patiently refuse if necessary, this will allow the child to navigate the social conditions of the environment, in other words, to understand what is good and what is bad, what behavior is right and what is wrong, when and why. Express your thoughts clearly, concretely, consistently, briefly - this is an important condition for children with mental retardation.
Take an interest in the child's opinion, listen carefully to him before criticizing. Give him the opportunity to speak up and tactfully correct if he is wrong about something. Be prepared to accept and agree with the child's point of view. This will not harm your authority, but it will strengthen the child's sense of self-esteem.
6
.
Remember to do homework
... With mental retardation, the child's memory is weakened, voluntary attention is not formed, the development of mental processes is slowed down, therefore, the material studied in kindergarten must be repeated and consolidated at home, trained and practiced using knowledge and skills in different conditions. To do this, experts give you homework to review the topic studied.
Initially, the tasks are performed by the child with the active help of the parent, gradually accustoming the child to independence. It is necessary to teach the child to independently complete tasks. Do not rush to show you how to complete the task. Help must be timely and reasonable.
It is important to determine which of the adults will deal with the child on the instructions of the defectologist. The time of classes (15 - 20 minutes) should be fixed in the daily routine. Constant class time disciplines the child without unnecessary words, helps the assimilation of educational material. Classes must be entertaining! We do not study, we play.
When you receive an assignment, carefully read its content, make sure that you understand everything. In difficult cases, consult a teacher. Select the necessary visual didactic material, manuals recommended by the teacher - defectologist.
And most importantly, classes should be regular. It is quite possible to recall what has been learned, to consolidate knowledge during walks, trips, on the way to kindergarten. But some activities require a calm business environment, as well as a lack of distractions. Classes should be short, not cause fatigue and satiety.
Games and activities should be varied, alternate speech development lessons with tasks to develop attention, memory, thinking. To make it easier for the child to maintain attention, do not forget about the "breaks" - 8-10 minutes after the start of classes, play an active game, do a few physical exercises.
Set aside a separate place at home to play, practice, and relax. Let your child take care of the order and cleanliness of these places on their own.
Be patient with the child, friendly, but demanding enough.
Celebrate the slightest successes, teach your child to overcome difficulties.
Be sure to attend teacher consultations and open teacher classes.
7 . Develop special skills and abilities in children ... Help your child find hidden talents and capabilities. Stimulate his adaptive activity; help find hidden opportunities. Teach children the techniques of concentration, attention switching, relaxation, emotional regulation, rest.
8 . Remember your interests and desires ... Live a full life, enjoy your favorite activities, hobbies, participate in interesting events, read interesting literature (special and fiction). If you are satisfied with life, you will be able to give incomparably more to your children.
9 . Track your child's development ... Think back to your school years and keep a diary of observations. Write down what is new in behavior, emotional development, what the child has learned, what has learned. Such a diary is your incentive and support, re-reading the entries, you will see how the development is going, you will be able to understand what needs to be done, what to teach, what to repeat, and what to correct. All specialists keep such records. Become a specialist for your child. It will give you confidence and calmness and organize your life.
10 . Take care of your health and teach this skill to children ... Go in for sports (swim, bike, ski, etc.), walk, be active, and monitor your diet. Teaching children to care for others stimulates development.
Take care of yourself. Watch your appearance, behavior, emotional well-being. Your well-being, health and mood are the basis of your family's quality of life. Your cheerfulness and faith in the best will best help your child cope with difficulties, give him inner support for the rest of his life.
Maintain friendly relations with loved ones, relatives, friends and acquaintances.
Respond kindly, calmly, patiently and confidently to strangers' interest in your child in the presence of strangers and your child. This will allow children to develop the same behaviors and attitudes.
Remember that the child will grow up and will have to live independently. Prepare him for the future life, talk about it.
11. Timely consult and treat the child with doctors to which specialists refer. Delayed mental development is not a disease, but an individual variant of mental development. But, according to experts, the development of the psyche of such children is based on this or that failure of the structural and functional brain systems, acquired as a result of mild brain damage. Therefore, the accompaniment of a neurologist is necessary: he can identify signs of organic damage to the brain and act on it with medication, can use drugs to coordinate excessive inhibition or excitability of the child, normalize sleep, and activate the work of brain cells.
An important element of psychological assistance in special education is psychological counseling (lat. Consultation - advice on any issue). In order to clarify the content of the concept, it should be noted that in practical psychology, psychological counseling is considered as one of the methods of psychological assistance that has a recommendatory orientation, in contrast to psychotherapy and psychocorrection, which are in the nature of psychological impact and have a corrective orientation.
Psychological counseling is a complex, multidimensional process, and depending on the dominant goal, it can be carried out by different specialists. These can be psychologists, and in this case, the psychological model of counseling is taken as the basis, and multidisciplinary specialists in correctional pedagogy, when the pedagogical model of counseling is taken as the basis. Each of these specialists has knowledge that helps to solve certain problems that are in his sphere of competence. However, no matter what kind of specialist the consultation is, it is necessary to comply with the ethical principles and methodological approaches of psychological counseling, since this aspect must always be taken into account in the counseling situation. The determining factors in the advisory work should be: a benevolent and non-judgmental attitude towards the client, help and understanding; the manifestation of empathy in assessing the client's value orientations - the ability to take his position, look at the situation through his eyes, and not just tell him that he is wrong; confidentiality (anonymity); the client's involvement in the counseling process (T.A. Dobrovolskaya, 2003).
At present, the main task of psychological counseling is to help a person identify his problems, which, being a source of difficulties, are usually not fully realized and not controlled by him.
Psychological counseling is a complex dynamic process, the content of which depends on the subject of counseling (child, adult, healthy person or sick person, etc.), on the goal and the theoretical basis on which the specialist is oriented in his work. Based on this, several models of counseling are conventionally distinguished.
Pedagogical model is based on the hypothesis of insufficient pedagogical competence of parents and assumes assistance in raising a child. Diagnostic model proceeds from the hypothesis that the parents have a lack of information about the child and assumes the provision of assistance in the form of a diagnostic conclusion that will help make the right organizational decisions (send the child to the appropriate school, clinic, etc.). Psychological (psychotherapeutic) model takes into account the assumptions that the discussed problems are associated with improper intra-family communication, with the personal characteristics of family members, with a violation of interpersonal relations. In this case, the specialist's help is to mobilize the family's internal resources to adapt to a stressful situation.
Psychological counseling as one of the areas of practical psychology emerged relatively recently, in the 1950s, i.e. much later than the appearance of other branches of practical psychology - psychological diagnostics, psychological correction, psychotherapy. It is impossible to draw a clear line between the concepts of "psychological counseling", "psychotherapy", "psychological correction": their goals, objectives, methods are closely intertwined.
Psychological correction according to the most common definition in our country (and there are many of them, like the definitions of psychotherapy), is the activity of a psychologist to correct the peculiarities of mental development, which, according to the adopted system of criteria, do not correspond to a certain optimal model (A.S. Spivakovskaya).
Psychotherapy is considered by many as a narrower concept, as a method of treating mental and psychosomatic (i.e., caused by mental factors) diseases. However, now this concept is expanding, and the psychological model of psychotherapy (as opposed to medical) implies helping people with psychological means in a wide variety of cases of psychological distress (internal conflicts, anxiety, disorders of communication and social adaptation in general, etc.). With this understanding of psychotherapy, it is very closely related to psychological correction and psychological counseling, and it is no coincidence that many psychologists use these terms as synonyms.
Within the framework of our proposed conceptual model of the system of psychological assistance to persons with disabilities (I.Yu. Levchenko, T.N. Volkovskaya et al., 2012) psychological counseling is considered as a special technology aimed at transferring information to parents, educators and persons with developmental disabilities themselves. In order to carry out psychological counseling, it is necessary to obtain information about the psychophysical characteristics of a child with developmental disabilities, therefore, the counseling procedure is always preceded by its diagnostic stage, during which the necessary information is collected. Since psychological counseling includes three areas (counseling parents, counseling teachers and counseling people with disabilities), it should be borne in mind that each area has its own characteristics.
The most developed direction is counseling for parents, having children with developmental disabilities. Basically, this direction was developed by E.M. Mastyukova, I.I. Mamaichuk, V. V. Tkacheva and others. The main feature of counseling parents raising children with disabilities is the need to prepare them for productive cooperation with specialists of the psychological and pedagogical support of the correctional educational process.
The leading method of counseling family members is a conversation, during which the necessary information is transmitted. When organizing such a conversation, you must follow the sequence of stages:
1) preparatory, which establishes a relationship of trust between the psychologist and the client;
2) the main one, on which the necessary information is transmitted;
3) final, during which a program of activities of parents, psychologist, teachers is developed jointly.
For the procedure to be effective, certain rules must be observed that relate to both ethical and substantive aspects of counseling: the attitude towards parents must be correct, respectful, aimed at creating an atmosphere of mutual understanding, the information for counseling must be carefully selected. Information that is incomprehensible to parents and information that may lead them into confusion should be avoided; when communicating information, a negative assessment of the activities of other specialists should be avoided.
Compliance with these rules allows the professional to avoid common mistakes in counseling parents, including:
Using negative assessments of the child;
Exaggerating the capabilities and abilities of the child, unnecessarily
an optimistic forecast of its development;
Attempts to take any action other than presentation
information.
Counseling can be both an independent type of activity of a special psychologist, and a stage preceding correctional work. In the course of counseling, based on the analysis of parental behavior, it is possible to select participants for future correctional groups.
Personnel consulting so far it has been extremely insufficiently developed. Technologies are not defined. Basically, counseling is carried out at the initiative of the teacher. It can be carried out in the form of a conversation, in the form of a written text. The second is more informative. Recently, it has begun to practice and has worked well for group counseling of teachers, when information about the characteristics of children is communicated to their teachers in the form of a lecture or during round table(T.N. Volkovskaya).
Counseling for adolescents with developmental disabilities begins at the age of 12. There are three directions in which adolescents seek advice. Career guidance - a question of choice future profession... Most adolescents have unrealistic professional needs, regardless of their peculiarities. Therefore, before counseling, it is necessary to conduct a study of professional intentions and inclinations, discuss the results with a doctor and teachers, and during counseling, reorient the adolescent from unrealistic professional intentions to a profession available to him. For many adolescents, unrealistic professional intentions are formed in the family, therefore it is necessary to consult the parents after counseling the adolescent. The second question is the feelings associated with the defect. In this case, the main method can be a confidential conversation, during which it is necessary to provide information about the positive aspects of the child's personality, strive to increase his self-esteem, give the necessary information about the causes of the defect, and level its significance. The third area is counseling adolescents on issues of interpersonal relationships with parents and peers. Such counseling should be preceded by a conversation with parents, class teachers.
Organization and content of psychological counseling in the system of psychological assistance to persons with disabilities
The goal of psychological counseling is the creation by the client of new conscious ways of acting in problem situation... This implies that the client of a counselor psychologist is a mentally and psychologically healthy person, capable of taking responsibility for his actions and analyzing the situation.
Accordingly, in psychotherapy and psychological correction, this may not be expected from the client (patient). However, in practice, it turns out that there are almost no “absolutely healthy” clients, and a counselor psychologist (especially for personal and interpersonal problems) begins to act as a psychotherapist to one degree or another.
But in general, psychological counseling still has its own specifics both in the nature of the goals and in the methods used. With its help, not so much vital, deep, vital problems are solved (as in psychotherapy and psychological correction in the part that brings them closer together), as the problems of adaptation to the situation. The consultant helps the client to take a fresh look at the problem, get away from the usual stereotypes of reaction and behavior, and make a choice of a specific strategy of behavior. Strictly speaking, his task does not include the correction of pathological symptoms, the provision of the client's personal growth (with the exception of counseling on personal problems, which practically merges with psychotherapy and psychological correction), the establishment of special therapeutic relationships, etc. The main task of the psycho-logistic consultant, according to Yu.E. Alyoshina (1994), - to help the client to look at their problems and life difficulties from the outside, to demonstrate and discuss the sides of the relationship, which, being the source of difficulties, are usually not realized and not controlled. The basis of this form of influence is the change in the client's attitudes towards other people and the forms of interaction with them.
As for the methods of psychological counseling, the specificity lies in the proportion of their use in the course of work: in comparison with psychotherapy and psychological correction during counseling, the psychologist spends less time listening (in psychotherapy this takes most of the time), explains more, informs more. gives more advice and guidance (in psychotherapy, with rare exceptions, advice and guidance are not used). Counseling, as a rule, does not have such a regular character as psychotherapy and psychological correction, and often takes less time (on average 5-6 meetings, although there are times when the process with long breaks lasts for years, since the client has new problems) ...
Depending on the types of problems to be solved, various types of psychological counseling are distinguished (Yu.E. Aleshina, 1994; R.S. Nemov, 1999; etc.). The main ones are:
Psychological and pedagogical (assistance in establishing adequate parent-child relations, in choosing the tactics of education, etc.);
Marital (counseling of married couples with marital problems, family members who have children with developmental disabilities, alcoholics, drug addicts, etc.);
Personal (assistance in solving personal problems, in self-knowledge, in achieving the goals of personal growth);
Age-psychological (monitoring the course of the child's mental development);
Professional (assistance in professional self-determination);
Business (assistance to managers in organizing the activities of the work collective and establishing relationships between people).
This division is rather arbitrary, in practice, many types of counseling are combined (psychological-pedagogical and age-psychological, family and personal, age-psychological and professional, etc.).
The counseling process can be carried out both individually and in a group.
The positions of the consultant in the course of counseling may vary. There are usually three main positions.
1. Consultant as an advisor. He provides the client with information on issues of interest to him, gives specific practical advice (what other specialists can you contact, how to behave in a given situation, what are the features of a particular age crisis, etc.).
2. A consultant as an assistant. His task is not to give practical advice, but to help the client to mobilize his internal resources, to make him feel responsible for what is happening to him and to make an adequate decision.
3. Consultant as an expert. He shows the options for solving a problem situation, evaluates their effectiveness together with the client, and helps to choose the best one.
The second model is the most common, but in fact, most often the consultant periodically occupies different positions.
Within the framework of another classification proposed by Yu.E. Aleshina and G.S. Abramova, different positions of a consultant also stand out.
1. Top position. The consultant acts as a "guru" - a teacher of life. Considering that his qualifications put him above the client, he influences the latter, forcing him to accept his point of view on the problem: he evaluates the client's actions as “right” and “wrong”, “good” and “bad”. The client in this case is passive, he begins to depend on the psychologist, blindly follow his recommendations. As a result, counseling simply loses all meaning, turns into instruction, and the psychologist's instructions are by no means always constructive - after all, his authoritarianism does not allow him to get used to the client's situation, and it is always unique, as each person is unique.
2. Position "from below". In this case, the consultant follows the client wherever he wishes. The client manipulates him, brings him to advice and assessments that are “beneficial” for himself, in order to get rid of responsibility for the situation himself. In essence, the client, at the expense of the consultant, satisfies his purely “selfish” goals (for example, self-justification), and does not at all seek to solve the problem. This position of the counselor also destroys the counseling process itself.
3. Position "on an equal footing". This position is considered the only correct one. In this case, the consultant and the client are in dialogical communication, cooperate to solve a particular problem. Moreover, everyone bears his share of responsibility for what is happening.
Psychological counseling methods. The main method of psychological counseling is interview, or conversation. The ability to properly structure and conduct interviews is a prerequisite for the effectiveness of psychological counseling. Additional methods can be games, discussions, depending on specific goals, psychodiagnostic methods take more or less place.
So how do you conduct an interview correctly? To do this, you need to know the basic psychological laws of communication, including all three of its aspects - the reception and processing of information, interaction, mutual perception. A properly organized conversation ensures adequate perception of information, full-fledged interaction, perception of each other without prejudice and stereotypes.
First of all, when conducting an interview, it is important to remember that our communication takes place not only on the verbal (verbal), but also on the non-verbal level.
There are a variety of non-verbal means of communication. The main ones are as follows.
1. Optical-kinesthetic system - gestures, facial expressions, pantomime, general motor skills. There are so-called open positions that attract another person; “Closed” poses, as if saying: “don't come near” (for example, arms crossed on the chest); aggressive postures (clenched fists). These positions can be used to determine the state of the client. On the other hand, the consultant must also monitor what he himself expresses with the help of facial expressions, gestures, postures, for example, whether his confident and friendly words do not conflict with the uncertain or aggressive posture that he has adopted. When a topic of particular importance to the client is touched upon in a conversation, his motor skills may change - he seems to "freeze" or, conversely, begin to move restlessly. The consultant should not lose sight of these signs.
2. Para- and extralinguistic systems, i.e. the quality of the voice, its range, tonality, as well as coughing, pauses, laughter, crying. This is also an important means of transmitting information, allowing you to determine emotional condition interlocutor, his attitude to certain events or people.
3. Organization of space and time. To build trusting, non-authoritarian relationships, it is important to properly organize the space during counseling. This means that the interlocutors should be on the same level (if the consultant is located above the client in space, he thus emphasizes his dominance, as it were). The distance between the consultant and the client should also be optimal: if the consultant at individual counseling is located too close, invading the so-called space of intimate communication (up to about 50 cm), this can be perceived as aggressive behavior; if it is too far away (beyond 120 cm) - as detachment, unwillingness to enter into personal contact. In group (family) counseling, these rules should also be followed whenever possible. In addition, with this type of consulting, the organization of time is of great importance - each of the consulted should be in direct communication with the consultant for approximately the same time. This is necessary so that others do not have the feeling that the consultant favors someone or discriminates against someone, and therefore takes sides (which is completely unacceptable).
With any type of counseling, the client is informed about the duration of the meeting ("session") - usually no more than 2 hours on average - and only in the event of an acute psychological crisis, this time can be increased. Such a time limit introduces the necessary certainty, disciplines the client, increases his respect for the consultant (he, therefore, has other clients!). On the other hand, it gives him the confidence that the allotted time is completely devoted to him.
4. Eye contact. During the interview, it is necessary to maintain eye contact with the client, and it should be dosed, i.e. not too long (a long, gaze can be perceived as aggression) and not too short. Here you need to take into account the individual characteristics of the client - for a timid, insecure, introverted person, he should be shorter than for an active, assertive person. At the same time, the client's activity in making eye contact helps to determine his psychological characteristics.
All these non-verbal means of communication complement and deepen speech utterances, and sometimes even conflict with them.
In this case, the information conveyed in a non-verbal way is considered more reliable. Verbal communication also requires adherence to certain rules. First of all, these rules relate to verbal formulations. Questions must be well thought out and asked in the correct form. They should not be too difficult to understand, the speech of the consultant should always correspond to the educational and cultural level of the client. The questions themselves should be aimed at obtaining a specific, definite answer that does not allow ambiguous interpretation. It is useless to ask questions such as "how many ...", "how often ...", because the client and the consultant can understand these words in different ways (for the consultant, "often" is every day, for the client - once a month) ... Practicing counseling psychologists sometimes jokingly draw a parallel between their conversation with a client and interrogation by an investigator. And there is some truth in this joke: the consultant reconstructs the facts of the client's life, paying attention to the smallest details, because they can be key in the problem. During the conversation, the counselor pays attention to the client's especially important words, labels them and asks for clarification. Thus, the client himself begins to better understand his situation (client: "I got up and slowly walked to the door"; consultant: "Slowly? Why?").
The consultant should avoid the words “problem”, “complaints”, as they implicitly imply a negative assessment of the situation - “life is bad”. The essence of the work of the consultant is to make the assessment “life is bad” give way to the assessment “life is difficult” and seek a constructive solution to these difficulties.
In modern psychological counseling, during interviews, as a rule, the so-called empathic listening is used. Literally "empathy" means "feeling inward." In Russian, this term is often translated as empathy, but in fact, its meaning is broader. This is not just empathy and by no means complete identification with the client, but rather the ability to understand the thoughts and feelings of the interlocutor and convey this understanding to him. Not dissolving in the client, the consultant nevertheless penetrates into his inner world, experiences and thinks with him. With developed empathy, the counselor clarifies and clarifies the thoughts and feelings of the client, and therefore, his problem becomes more understandable. This does not mean at all that the consultant is obliged to agree in everything, to share the convictions and opinions of the interlocutor; just in the course of empathic listening, he recognizes the client's right to certain feelings and thoughts, not condemning, but taking them for granted. Outwardly, the process of empathic listening looks like paraphrasing, reformulating, and sometimes interpreting the words of Kli-
enta (client: “Every time I start talking to my mother, I lose the thread of what I want to say”; counselor: “When you have to start a conversation with her, your thoughts get confused”).
With a deeper "penetration" into the client, the consultant can reflect what was not said, but was implied (client: "Every time I start talking to my mother, I lose the thread of what I want to say"; consultant: "When talking with it you are afraid to “lose your temper” and your thoughts get confused ”).
Such empathic listening creates an atmosphere of psychological safety, gives the client confidence that whatever he shares, will be understood and accepted without condemnation, and the opportunity to take a fresh look at himself, fearlessly see in himself some new, sometimes "dark" sides, and, consequently, new ways of solving the problem.
In addition to interviews, they use a variety of exercises, games, discussions, the purpose of which is to actualize the client's understanding of himself, others, and his problem situation. These methods and techniques, being taken from psychotherapy and psychological correction, in themselves are not specific specifically for psychological counseling, but are somewhat modified according to its topic (for example, specific topics are set for discussions in family counseling).
Sometimes in psychological counseling methods of psychodiagnostics are used, most often testing, and tests are used relatively simple, quick and easy to process, it is permissible and computer testing... Tests are used if, in order to solve a client's problem, it is important to take into account his individual characteristics, which do not appear during the interview. Testing should by no means be carried out before first meeting the client (so as not to create an atmosphere of impersonal, unified verification, "examination" - after all, he is already worried about the situation) and should not take up too much of the consulting process. Various kinds of questionnaires can help to reveal hidden tendencies in responding to a particular situation, attitudes and values of the client (in parent-child, marital, industrial relations, etc.). Sometimes it is recommended to use testing to diagnose the cognitive sphere of a person (R.S. Nemov, 1999). However, one should not overestimate the importance of psychodiagnostics in the usual practice of counseling, and even more so rely only on the test results, substitute psychodiagnostic procedures for conversation and interaction with the client: after all, it is assumed that the client is a mentally and psychologically healthy person.
In some cases, psychodiagnostic methods can be very important - for example, if there is reason to believe the possibility of serious mental disorders. Psychodiagnostic research often plays a particularly important role in psychological counseling of families with a child with developmental problems - here, without qualifying mental disorders of the child and identifying their structure, further work with the family and the child himself is impossible. And, of course, in this case, testing cannot be limited, it is necessary to conduct a complete, comprehensive and holistic psychological study of the child.
Psychological counseling procedure. Usually, several stages of the psychological counseling procedure are distinguished (in the special literature, you can find different names for the stages, but their content is the same).
1. Beginning of the procedure. Establishing contact with the client, explaining the tasks and possibilities of consulting, "setting up" to work together. At this stage, the consultant helps the client to feel comfortable, relieves his psychological stress. To do this, you need to kindly meet and seat the client, introduce yourself and agree on how the consultant should call the interlocutor (by name, first name and patronymic or something else). Already at this stage, with the help of verbal and non-verbal means, an atmosphere of psychological safety and emotional support of the client is created.
2. Gathering information about the context of the topic, highlighting the problem of counseling. This is a very crucial phase, the correct implementation of this stage determines the effectiveness of the assistance. The consultant asks questions, trying to penetrate into the client's inner world, to understand the peculiarities of his response to life situations, to separate the “request”, or the explicit content of the complaint, from the true problem. The fact is that very often the request and the real problem do not coincide (for example, a mother complains about problems with her teenage son, and as a result of questioning, it turns out that in fact the problem lies in the field of marital relations). Accordingly, if you “trust” the client and proceed from his understanding of the problem, which he immediately stated, you can make a mistake and provide psychological assistance in a completely different area where it is really needed. In life, people are not always (or rather, very rarely) can clearly identify the reason that determines their difficulties. In a well-structured interview, they do it better. Good questioning teaches the client to activate his thinking, clarifies his thoughts and feelings for himself.
In terms of time, this stage can last for a very long time, sometimes for several sessions, and sometimes (albeit very rarely) it takes only a few minutes. For example, a young woman asked for advice, complaining that her child does not want to walk on the street, i.e. there was a request "what's wrong with the child, how to influence him." During a ten-minute interview, the counselor found out that the child willingly walks with his father and does not want to walk only with his mother. After another five minutes, it turned out that the child generally works well with children and adults - except for the mother, whom he avoids. The woman understood (and said so herself) that it was not the child that was at stake, but herself, and the problem lay in the wrong attitudes towards the child, in excessive pressure on him. Thus, the direction of work was determined - "what is with me, how can I change the style of interaction with the child."
It is very important for the consultant to choose the right course of action. On the one hand, one should not be excessively active in a conversation - bombard the client with questions, not let the client finish (the consultant is already clear!), Impose his interpretations, assessments, explanations, abruptly, without explaining the reasons, to change the topic of the conversation. All this frightens, disorganizes the interlocutor. Therefore, psychologists-practitioners often first let the client speak out a little and help him with non-verbal means (for example, an open pose or the technique of “mirrors” - reflection of the client’s posture), use the techniques of so-called passive listening (“yes, yes, I understand,” “continue, I'm listening ”, etc.). If the client is constrained, speaks slowly and with difficulty, or becomes completely silent, the counselor repeating his last phrase or part of it can help - after that the person continues to speak. In the future interviews, the collection of information can be more active.
On the other hand, the consultant's excessive passivity, i.e. the absence of any reaction at all to the words and feelings of the interlocutor, cause considerable tension in that person, a sense of danger, a feeling that he is saying “wrong”. This will lead to a breakdown in contact, the impossibility of cooperation. In addition to highlighting the problem at this stage, the consultant collects information about the client, his strengths, on the basis of which further work is possible (logical thinking is developed; there is a sense of justice; there is a clear love for the "object" of the complaint, etc.). As a rule, in the course of the conversation, not one but several problems are revealed. In this case, it is advisable to single out the main one that worries the client the most and focus on it, and postpone the rest "for later."
3. Discussion of the desired result, or the formation of an "image of the desired future." This phase is organically woven into the previous one. What exactly does the client want? This is not an easy question. Often the client realizes this only in the course of the consultant's special work.
Therefore, it is important for the consultant not to fixate on himself and not to fix the interlocutor on his "suffering", but to encourage thinking about what he wants. At the same time, with the help of a consultant, the “image of the desired future” should become very concrete, alive, filled with colors, and tangible. The client should understand that the counselor cannot make him happy, and life is problem-free, but can help to achieve a specific goal (for example, not to react painfully to a certain situation or to rebuild his relationship with the child in a new way). Specifying the “image of the desired future” allows the client to abandon unrealistic goals and, therefore, already carries a correctional charge.
4. Corrective action, development of alternative solutions to achieve the desired future. The consultant and the client work with different options for solving the problem. Depending on the specific goals of counseling and on the theoretical model that the consultant adheres to, more or less detailed recommendations are given at this stage. Let us emphasize that some psychological schools, for example, the humanistic one, are categorically against direct and specific everyday advice. Thus, one of the largest specialists in the field of personal counseling, R. May (1994), points out the extremely limited effectiveness of advice, since it is superficial and, in principle, it can be given by any “everyday psychologist”. Counseling, according to R. May, does not imply "giving advice", because it means an invasion of the autonomy of the individual, the purpose of counseling is "to give courage and determination." Other experts are not so categorical and believe that the advice of a professional psychologist can be very important, and at certain points and necessary.
In any case, at this stage, work is underway to restructure the perception of the situation, the contradictions in the client's story are accentuated. At the same time, feedback must be given very carefully, talk about the behavior, actions of a person, and not about himself. The consultant helps the client get off the ground, develop versioned thinking, get rid of the stereotypes of everyday psychology. There are many such stereotypes. In particular, the so-called stimulus model of the world hinders the development of versioned thinking, the development of alternative behaviors. With a stimulus model of the world (according to the “stimulus-response” scheme of behavioral psychologists, that is, a corresponding response follows to a particular stimulus), a person believes that for each situation there is a unique type of behavior, and all other types are assessed as wrong, impossible, unacceptable. With such a model of the world, a person has a sharply narrowed repertoire of his own behavior, and besides, he does not understand the behavior of other people if it differs from his own. There are other stereotypes that impede full perception of the situation. At this stage, serious changes can occur with the client: the attitude to the situation and to his role in it can change dramatically. This means that the counseling is successful. The consultant must be sensitive to these changes and focus the client's attention on them.
5. The final stage. At this stage, it is determined what concrete practical steps the client will take, but you need to be prepared for the fact that he will not take anything. In any case, the meeting is summed up here, the key points of the consulting process are highlighted, the work done by the client is summarized, and further prospects are determined. If necessary, the consultant sets the client up to the fact that the process is not finished yet and repeated meetings are necessary. Sometimes the client is given homework, followed by an analysis of their implementation. The form of tasks can be both serious (keeping a diary) and half-joking (for example, scolding your child not always when there is a reason or reason, but only at certain hours, and the child may know about it, such playful tasks can help significantly improve the psychological climate in the family, move away from petty nit-picking).
In practice, all stages are usually present, although their specific weight may be different. With repeated meetings, the first stages take up less space. Too many meetings on any one narrow problem most often means that the consultant and the client are "marking time", in which case the situation must be discussed, the reasons for what is happening and, possibly, temporarily interrupted the sessions until the client takes some of the outlined steps.
Basic principles and strategies of counseling. In almost any kind of counseling, a number of methodological and ethical principles must be followed.
1. A friendly and non-judgmental attitude towards the client, help and understanding. It is necessary to avoid the perception of another person on the basis of stereotypes and prejudices - this forms a barrier in communication and counseling will be ineffective. As some psychologists say, there are no good and bad people - there are different people.
2. Orientation to the norms and values of the client (they do not always coincide with the accepted norms). This principle requires some clarification. It does not mean that the consultant should share these values, abandon his own norms and beliefs to please the client. Nor does it mean a hypocritical “sort of agreement” with these values. But a consultant with empathy, while remaining himself, must be able to take the client's position, look at the situation through his eyes, and not just tell him that he is wrong.
3. Anonymity (confidentiality). Everything that happens in the consultant's office, everything that the client shared during his confession remains in this office - the client must be sure of this. Even if the consultant needs to consult with another specialist in this field, to discuss a difficult case, this should be done very carefully, avoiding specific names, surnames, professional affiliation, etc. disclose information received from him to another, i.e. he works either with one person, or together with several family members at once.
4. Distinguishing between personal and professional relationships. There is a categorical prohibition on the continuation of counseling (as well as psychotherapy) if the relationship between the psychologist and the client develops into personal, informal (love, friendship). In this case, people become interdependent and the consultant loses the opportunity to be objective. Therefore, it is necessary to transfer the client to another specialist.
5. Involvement of the client in the counseling process. In the course of counseling, the client should be interested (motivation to work). This works best if the consultant helps him constantly make small discoveries about himself and the world.
6. Prohibition to give advice. As already mentioned, this principle is not always followed. But in any case, advice should not be abused: the task of the consultant is to lead the client to a decision, to orient himself towards accepting his own responsibility for what is happening, and not to become a teacher of life.
Typical difficulties in the counseling process. Without going into the intricacies of the consulting process, the nuances of the contact between the consultant and the client (they can be of decisive importance, but do not lend themselves to purely verbal description, but are learned in the course of practical activity), a number of difficulties should be highlighted that can be structured and described more or less definitely ...
1. "Difficult" clients. Not all visitors to psychological consultations really have a constructive position. Of course, many have a business orientation, an interest in changing their situation, and a willingness to cooperate. Working with such clients proceeds mostly productively and becomes complicated only in cases where the client exaggerates the consultant's capabilities, but this position is quite easily corrected at the first stages of consulting. Serious difficulties arise with other types of clients. The most common are the following.
Client- "rentier", I.e. a person with rental attitudes in relation to counseling seeks to shift the responsibility to the consultant. Such people either appeal to feelings of pity, describing their suffering, begging for help, or almost bluntly declare: "Now this is your concern, you are paid for it." It is important here not to play along with the client, not to follow his lead, but to try to correct his position, clearly describing the goals and objectives of counseling, the conditions for its effectiveness, and explain the need for the client's own activity. Sometimes the work on correcting such attitudes takes a long time. In the first version, it proceeds somewhat easier. If the client does not change his orientation for some time, further work will most likely be useless.
Client - "player" turns to a consultant rather with the aim of having fun he may not have problems, and if he does, he is not going to solve them. His slogan: "Let's see what kind of specialist you are." In this case, there is no need to talk about cooperation with a consultant.
Client-"psychologist" appears with a consultant in order to learn psychologically competently to influence his environment, to manipulate his neighbors. He has no problems of his own. To work or not to work with such a client is the moral choice of the consultant.
Client - "esthete" aestheticizes his problems, his confession in the course of counseling, the description of problems is very beautiful, clear, logical, complete. Such a harmony of the story should always alert the consultant, it is a sign of the client's closeness, his unwillingness to work. In this case, the consultant can try to talk over the situation, to indicate his feelings of dissatisfaction with the story. You can also ask to write your story and then work with the text.
2. Mistakes of the consultant. The first kind of errors- misunderstanding of the client's problem. This can happen due to the lack of information obtained during the counseling. That is why one should not rush to the final definition of the problem, and in addition, it is necessary to insist on the most detailed story about specific situations. Misunderstanding of the problem is also possible due to misinterpretation of the information received. The consultant may turn out to be overly rigid and unable to abandon his original concept, begins to adjust the obtained facts to fit it and ignore what does not fit into it. In addition, misinterpretation may be the result of such characteristics of the consultant as identification with the client, prejudice (purely positive or purely negative) attitude towards him, his own unresolved problems, if they are similar to the client's problems, lack of sensitivity in capturing verbal and non-verbal information, and, finally, simply insufficient psychological literacy.
The third kind of error- the recommendations are, in principle, correct, but unrealistic. Such recommendations are practically impracticable either due to internal reasons (i.e., the characteristics of the client), or due to external circumstances (no money, no physical ability). Trying to implement unrealistic recommendations, the client loses motivation to work. Therefore, it is important to analyze very well the characteristics of the client and his social situation before daring to make specific practical recommendations.
Directions of psychological counseling. In the field of psychological assistance in special education, there are three areas of psychological counseling: counseling of family members with children with developmental disabilities; counseling the child himself; consulting staff of correctional educational institutions.
Most Developed first direction- counseling for families with a child with developmental disabilities. Among domestic authors, at present, the leading place in the development of this issue belongs to V.V. Tkacheva, who determined the main directions and content of consultative work for families with such children: harmonization of family relations; establishing correct parent-child relationships; helping parents in forming an adequate assessment of the child's condition; teaching elementary methods of psychological correction. The search for a solution to this problem is also presented in the works of N.L. Belopolskaya, I.V. Bagdasaryan, A.A. Misha et al.
Second direction- counseling the child himself is productive only from adolescence. During this period, the development of self-awareness and self-knowledge of the adolescent allows him to identify certain problems and seek help.
Third direction- counseling for teachers of correctional educational institutions - is the least developed aspect of psychological counseling in special psychology. Recommendations in this area of advisory work are presented in the works of T.N. Volkovskaya, V.V. Tkacheva, G.Kh. Yusupova, I.A. Khairulina. The authors put forward the following tasks of consultative work with teachers for the purpose of their psychological education: assistance in studying the characteristics of children with developmental disabilities; search for optimal ways of organizing communication between the staff of the correctional institution with children; optimization of cooperation between teachers and parents.
It should be emphasized that the effectiveness of the counseling process depends not only on the professional competence of a specialist, but also on his positive personal qualities, such as sociability, sensitivity, emotional stability, empathy, and a sincere desire to help parents and child cope with existing problems.
The tasks of psychological counseling for family members with children with developmental disabilities. In this area, one can conditionally distinguish two major areas depending on the "object" of the work (the word "object" is taken in quotes for a reason, since it means its activity in the course of counseling) - counseling family members (primarily parents) and counseling the child himself. Already from the very definition of the concept of psychological counseling, it is clear that it is possible only from a certain age, and specifically from adolescence. Only during this period does the development of self-awareness and self-knowledge of a teenager allow him to identify certain problems and seek help, and he should not have pronounced mental disorders. When consulting a family with a child, work is also often carried out (primarily diagnostic), but in this case he is more passive. Consider these areas of counseling.
In counseling and psychological assistance to the family, several models are conditionally distinguished, of which the following are the main ones.
Pedagogical model("Family in psychological counseling", 1989): based on the hypothesis of insufficient pedagogical competence of parents and assumes assistance in raising a child. The consultant analyzes the situation of the parents' complaint and together with them develops a program of educational activities. He acts as a specialist, authority, gives advice, tasks, checks their implementation. The question of whether the parents themselves may have problems is not directly considered.
Diagnostic model: based on the hypothesis of a lack of information about the child from the parents and assumes the provision of assistance in the form of a diagnostic conclusion that will help them make the right organizational decisions (send them to the appropriate school, clinic, etc.).
Psychological (psychotherapeutic) model: based on the assumption that family problems are associated with improper intra-family communication, with the personal characteristics of family members, with a violation of interpersonal relations. The specialist's help is to mobilize the family's internal resources to adapt to a stressful situation.
In fact, when working with the family, all these models are used, but it is important to emphasize that the psychological model should always accompany and in some sense precede other types of assistance.
The prevalence of a particular model depends on the specific task of consulting, and they can be very diverse. The main tasks can be formulated as follows:
Help in choosing the right tactics for raising a child;
Help in teaching a child certain skills;
Informing about the age and individual characteristics of the child in connection with developmental disorders;
Help in an adequate assessment of the child's capabilities;
Teaching some methods of correctional work;
Harmonization of intra-family relations, disturbed due to the appearance of a child with developmental disabilities and negatively affecting him;
Help in solving personal problems caused by the appearance of a child with developmental disabilities (feelings of inferiority, loneliness, guilt, etc.), their presence among family members also negatively affects the child;
Help in developing patterns of behavior in typical stressful situations (inappropriate child behavior in public places, sidelong glances of others, etc.).
This list could be continued (for example, help in deciding whether to send a child permanently to a special institution or to raise in a family), but most often families need exactly the above types of assistance.
The methods of counseling are the same as usual, but with their own specifics. First of all, this concerns conversations with parents or other adults who applied for a child (G.V. Burmenskaya, O.A. Karabanova, A.G. Lidere et al., 2002).
It is very important that the counselor shows a sincere interest in the problems of the family in general and the child in particular. You should not directly criticize the actions of parents, in the first meetings it is simply unacceptable. In addition, it is necessary to guide parents in the possible goals and objectives of counseling, to form an attitude to work together with the child and the counselor, to warn about possible obstacles and difficulties. Care should be taken when predicting the future development of a child, avoid categorical statements, not instill unjustified expectations.
With this type of counseling, work can be done individually and in a group. Parenting workshops, skill training groups, and other types of parenting groups have proven themselves well.
Psychological counseling for children with developmental disabilities. This type of counseling work is rare and, as already mentioned, is possible with older children. Only they (and even then not all - due to their psychological characteristics) can be the object of counseling. Nevertheless, work in this direction should be developed. During adolescence, the following problems are most likely:
Professional self-determination;
Peer relationships;
Relationship with parents;
Personal problems due to the awareness of the existing defect
(feelings of inferiority, etc.).
Some of these problems are non-specific, and counseling is carried out in the usual way, observing all the rules and principles set out above.
Relationship issues with peers and parents become especially acute in adolescence. This is due to the crisis of adolescence and the emergence of specific psychological neoplasms. The central neoplasm of this age, according to the theory of D.B. Elkonin - the emergence of the idea of oneself as “not a child”; a teenager seeks to feel like an adult, to be and be considered an adult. This last need - to be considered an adult - is extremely pronounced. The leading activity in adolescence is communication with peers, it is here that norms of behavior and relationships are established, self-awareness is formed. Accordingly, a teenager has problems both in relations with adults (who do not recognize him as "equal" to themselves), and in relations with peers (since they all become very sensitive to the nuances of relationships).
When consulting on these issues, in addition to interviews, you should more actively use a variety of games, including role-playing (for example, the counselor acts as a teenager, and the teenager himself plays the role of a mother or a peer, and the situation that worries the child is played out), in group work - discussions ( for example, on the topics "How to achieve understanding", "Me and my friends", etc.). The use of such methods is necessary in order to increase interest in the consultation procedure, to make it as lively as possible (and not "talking shop"). But it is imperative to use these methods taking into account the individual capabilities of the child - speech, intellectual, motor, etc. In the course of the work, the consultant very delicately, unobtrusively brings the teenager to understanding the causes of a particular conflict, to the awareness of participation in it not only of his parents or peers, but also himself. Group counseling provides an excellent opportunity to teach adolescents how to behave in conflict situations with parents and peers through specially designed games and exercises.
Since many problems in interpersonal relationships are associated with the inability to take the position of another person, teaching empathic listening can help optimize these relationships. Experience shows that normally already four-five-year-old children, having an example of empathic listening on the part of an adult, can master it and use it.
In adolescence, serious intrapersonal problems may appear associated with the awareness of a defect and an inadequate assessment of its role in life (present and future). Self-awareness and self-knowledge that are characteristic adolescence, the maturation of mental functions and, above all, thinking can entail the child's fixation on their limitations, and not on their capabilities, which prevents the harmonious development of the personality. Of course, often awareness of a defect can occur earlier, but it is in adolescence that it is especially pronounced. A feeling of inferiority appears, an underestimated (sometimes overestimated) self-esteem, a life perspective is not formed. Such personal reactions are characteristic primarily for children with a deficiency variant of dysontogenesis, primarily in conditions of an unfavorable social situation of development, with improper upbringing. It is in the children of this group, judging by the unfortunately few studies, that character accentuations can be formed according to a sensitive type (impressionability, shyness, a feeling of inferiority, an extremely severe reaction to disapproval), according to a psychasthenic type (indecision, fears for the future, a tendency to " mental chewing "instead of actions), asthenoneurotic type (irritability, tendency to affective outbursts, health concerns).
To the main question ("who am I? What am I?"), Which appeared in adolescence, these children cannot give an answer that satisfies them. After all, even an overestimated self-esteem is compensation, wishful thinking, escape from reality.
The task of the consultant is to return the teenager to reality, to accepting himself as he is. In general, the work proceeds according to the usual scheme of personal counseling. The purpose of such counseling is the actual personal growth of the client. Work of this kind is most often carried out in a humanistic manner, the basic principles of which (non-judgmental acceptance of the client, recognition of the uniqueness and integrity of each person, her right to realize the need for self-actualization and relying on her personal experience, and not on the assessments of others, etc.) allow you to increase self-esteem, make it realistic, increase self-confidence, activate the emotional and cognitive spheres.
Help in achieving personal maturity, in the formation of the ability to look at one's own shortcomings and advantages with open eyes, in getting rid of feelings of envy and hostility towards others, requires the consultant's special attention to creating an atmosphere of psychological safety, as well as his active use of empathic listening.
This is the general strategy of work, the most common in modern personal psychological counseling. But you should also remember about some tactical moments that are essential when counseling adolescents with developmental disabilities. It is very important to record and mark for them any slightest step in personal growth, in knowing oneself. In addition, sometimes it may be necessary to use elements of indirect suggestion - for example, a consultant can talk about cases of successful solution of personal and social psychological problems with a similar defect, in group work, you can invite such a person. If the guest is chosen successfully (that is, he is really not burdened by intrapersonal conflicts and is a mature and harmonious person), this can become a powerful impetus for a “reassessment of values” and personal growth.
And finally, work on vocational counseling for adolescents with developmental problems is very important, which consists, firstly, in the formation of a general readiness for professional self-determination, and secondly, in helping in a specific choice of profession.
Among the many types of vocational counseling (N.S. Pryazhnikov, 1996), when counseling children and adolescents, there are early (children's), school and high school and graduate counseling.
1. An early professional consultation is carried out in advance, when there are still many years left before the direct choice of a profession. It is predominantly informational in nature (general acquaintance with the world of professions), and also does not exclude joint discussion of the child's experience in some types of work activity. Such a consultation is nevertheless carried out rather for parents, but it can help to increase the child's interest in his psychological qualities and the desire for their development.
2. School vocational counseling is aimed at the gradual formation of adolescents' inner readiness for self-determination.
It includes cognitive (knowledge of the ways and means of preparing for a profession), informational (deeper knowledge of the world of professions), moral and volitional (preparation for a choice, for an act) components. This type of counseling is ideally aimed not at making a final decision, but at finding the meaning of present and future life.
3. Professional consultation for high school students and graduates. In this type of counseling, a specialist helps to make a specific decision regarding a further professional path, or at least significantly narrow the options. At the same time, the consultant should not insist on any option, even if he is sure that he is right.
When counseling children with developmental disabilities, the approaches developed for normally developing children are used, but it is imperative to take into account the specifics of counseling.
First, the range of professions that young people can master is significantly narrowed due to psychological, anatomical and physiological limitations. In addition, in our country there are very few special devices that make it easier to master a particular profession. Therefore, one should be very careful when recommending a profession.
Secondly, adolescents and young people with disabilities often have unfavorable personality traits and the emotional-volitional sphere (primary, due to the pathology itself, and secondary, due to the social situation of development). They are often passive, infantile, do not feel personal responsibility for their future destiny (including professional), psychologically dependent on adults, their self-esteem is unrealistic. Potentially dangerous for the correct professional self-determination are such features as the slow formation of interests in general and professional interests in particular, the impoverishment (in comparison with normally developing peers) of knowledge about the world and, finally, the inadequacy of professional interests and intentions, even if they have been formed (for example, a blind or a visually impaired teenager dreams of becoming an astronomer, and a girl with the consequences of cerebral palsy - an actress). These features complicate counseling, pose additional tasks, for example, the correction of inadequate professional interests and intentions.
Third, when deciding on a specific professional choice, the consultant should involve other specialists (primarily clinicians) to more accurately determine the psychophysical capabilities of the adolescent and predict his condition.
Fourthly, it is necessary to take into account the fact that children with developmental disabilities often rely entirely on the opinions and assessments of their parents, while the latter do not always assess the child's capabilities and prospects adequately. Therefore, in a number of cases, it may be advisable to advise parents, help them in the correct assessment of the child's professional capabilities, in order to work with them together, with common attitudes.
The strategies for the advisory work themselves may vary. Until now, the most common diagnostic and recommendatory approach: first, a psychodiagnostic examination of a teenager is carried out, the results are analyzed, some of them (which do not carry any danger of injuring him) are jointly discussed in terms of compliance with the requirements of a particular profession, and then a recommendatory decision is made.
Recently, another strategy has begun to develop - an activating one. It is based on the hypothesis that psychological and pedagogical work with children should be built as interaction, cooperation, dialogue, the purpose of which is the general activation of the child, stimulation of his ability for self-knowledge and conscious choice (N.S. Pryazhnikov, 1996).
Let's take a closer look at strategies for advisory work.
1. Diagnostic and recommendation strategy. In essence, this is the selection of a person for the profession (or vice versa) using diagnostic procedures. This strategy is based on the assumption that the chosen profession should correspond to the person's capabilities and (preferably) his interests. The paradox, however, is that this position is not as absolutely true as it seems at first glance. The fact is that a person's abilities develop in the course of activity, therefore, many scientists believe that it is far from always possible to predict the success of a particular person's work activity, that professional suitability can be formed in work (E.A. Klimov, 1990). But still, on the whole, this statement is true, especially when it comes to a specific professional choice. Work tactics include the solution of three interrelated tasks:
1) assessment of the psychological and anatomical and physiological characteristics of a teenager with developmental disabilities, as well as the identification of his interests and inclinations;
2) determination of the requirements of the profession for the psychological and anatomical and physiological capabilities of the adolescent;
3) correlation of the requirements of the profession and the capabilities of the adolescent, correction (if necessary) of his professional intentions.
The first problem is solved with the help of psychodiagnostic methods, with the use of a qualitative and quantitative approach in the analysis of results, as well as with the analysis of medical, pedagogical and other documentation. Specific methods of psychological research are quite traditional, but they solve the specific problem of assessing professionally significant properties and personality traits. In addition to traditional methods, tests are used, as well as a variety of vocational guidance questionnaires, which make it possible to identify the range of professional interests of a teenager or young man (they may exist, but not be realized), preferred types of activity, etc.
The second problem is solved by analyzing the documentation for various professions. There are special lists of professions, which describe the labor process and the required qualifications, based on this, it is possible to predict what qualities an employee should have. For many professions, there are descriptions of them in the form of professiograms, in which sanitary and hygienic working conditions, requirements for the development of certain mental functions, etc. are highlighted.
Finally, the third task is the most difficult. Correlation of the requirements of the profession and the psychophysiological capabilities of a teenager should be carried out in the same way. This means that the consultant correlates precisely the professionally significant qualities: one profession requires developed attention, therefore, this function is assessed in the adolescent; the other is the ability to switch from one activity to another, and the consultant evaluates this ability. It is very important to highlight and correlate all the professionally significant qualities. For example, a hearing impaired teen wants to be a lifeguard. Moreover, the level of cognitive activity and personality can correspond to the requirements of this profession. But in terms of anatomical and physiological parameters, such work will be contraindicated for him, since it requires the development of all analyzers, the ability to navigate in the dark by the slightest sounds, to work at height, and with hearing impairment these abilities suffer. Accordingly, work will be required to correct inadequate professional intentions, to provide information about other possible professions.
For correctional work to be effective, it is necessary to take into account the interests of the child and acquaint him with the relevant professions. There are various classifications that make it possible to divide the entire multitude of professions into several groups. In our country, the generally accepted classification is E.A. Klimov. In accordance with it, all professions are divided according to the subject of labor: "man - man", "man - technology", "man - nature", "man - sign", "man - artistic image". Consequently, it is no longer possible to acquaint the child with all professions (which, in principle, is impossible), but with the group that he prefers.
The main practical purpose of the consultation is to define contraindicated types of work, and not just to recommend any one profession indicated for health reasons.
Solving information and reference tasks (with the help of literature - textbooks, reference books, professiograms), and it is important to stimulate the child to independently search and analyze information;
Solving diagnostic problems (ideally, diagnostics is aimed at self-knowledge), and here both traditional methods and special activating games and exercises are used, the main thing is that they are understandable to the child;
Moral and emotional support of the child (using psychotherapeutic and psychocorrectional techniques);
Making a specific decision;
2. Activating strategy. This is a strategy of a predominantly proactive, preventive plan, when a student is prepared for professional and personal self-determination, oriented towards self-preparation for a professional choice. Within the framework of this approach, work with a teenager goes on a deeper level - in fact, we are talking about personal development. In the most complete form, this strategy is being developed by N.S. Pryazhnikov (1996). The following stages of work are distinguished:
1) preliminary stage, acquaintance with information about the student;
2) a general assessment of the counseling situation (especially the student, his vision of the problem);
3) putting forward (or clarifying the previously put forward, at the preliminary stage) professional consulting hypothesis (a general idea of the client's problem and possible ways and means of solving it);
4) jointly with the teenager clarification of the problem and the goals of further work;
5) a joint solution to the highlighted problem:
6) joint summing up of the work results.
This general scheme is not rigid, depends on the specific case and, although it is focused on healthy children, with appropriate adaptation, it may well be applied when consulting children with developmental disabilities.
The activating approach can be useful in those fairly common cases when the adolescent does not have professional interests and inclinations at all. The task of activating children with developmental disabilities is generally very important, since with improper upbringing, they very often have a passive life position that complicates social adaptation.
Professional counseling for children with developmental disabilities is a very important and almost undeveloped problem, and its practical solution for each specific child requires a multilateral training of a consultant - knowledge of the world of professions and their psychological requirements, professional limitations imposed by a defect, the basics of psychotherapy and psychological correction, etc. Sometimes you may need the help of other professionals (for example, clinicians). But this kind of counseling is definitely necessary.
Psychological counseling of specialists working with children with disabilities. The organizational and substantive features of psychological counseling for teachers and other participants in the educational process are determined by the need to coordinate and coordinate the joint efforts of a multidisciplinary team of specialists. This makes it possible to ensure effective consolidation, continuity, continuity, consistency and integrativeness of complex psychological and pedagogical support for the education and development of children.
At the same time, the main need of teachers for counseling is due to the need to discuss, clarify and explain the psychological and pedagogical characteristics of pupils, including their cognitive, emotional, personal and behavioral manifestations that impede productive interaction and reduce the effectiveness of correctional work. An analysis of such manifestations, causes and factors provoking them, not only makes it possible to predict the development of the situation, to determine the likely effectiveness of the impacts carried out, but also opens up opportunities for finding ways to optimize the process of their training and education through the use of effective psychocorrectional techniques in their work.
Often there is a need to provide advice and intermediary support for the interaction between the teacher and the child's parents, since family members are often in a long-term psychogenic situation associated with numerous difficulties in the upbringing and socialization of a child with disabilities, and need psychological and pedagogical support.
If in the process of teaching and upbringing, specialists do not find problems of interaction with a child, difficulties in mastering an educational program of a cognitive-cognitive and emotional-personal nature, behavioral disorders, then there is no need for counseling.
In some cases, counseling of specialists is carried out not only at their direct request, but also at the initiative of the parents, the decision of the administration of the educational institution, etc. in order to prevent the occurrence of problems. For example, such counseling will be appropriate in the case when certain risks of negative impact on the child are revealed in a family developmental situation, for example, one of the parents or other family members is seriously ill, parents lead an antisocial lifestyle, are preparing for divorce. These and similar factors can have an extremely negative impact on the condition of the child.
However, most often the need for specialists in counseling arises in connection with the obvious problems of the child, which have already arisen and negatively affect the educational process. In this case, the main task of the consultant is to analyze and explain the mechanisms of their occurrence and determine effective ways to eliminate or level them with the help of psychological, pedagogical and organizational measures.
The effectiveness of counseling in this case is assessed by the extent to which the information received by the specialist helped him develop adequate ways of interacting with the child and his family members both in a normal educational situation and in difficult situations for the child associated with stress during the adaptation period, during the certification and control tests, etc.
In the process of developing a strategy for optimizing interaction, it is necessary to focus on the individual and personal characteristics of the child, which, in a stressful situation, begin to manifest themselves in the form of socially unacceptable protest reactions, conflict or manifestations of behavioral negativism. It is about such children that conflict situations arise between parents and teachers most often.
Counseling of teachers by a psychologist, first of all, should be based on how the teacher perceives the child, interprets the reasons for his behavioral manifestations.
Quite often, the teacher, faced with problematic, defiant or, conversely, overly passive, obedient behavior of a child in the classroom, finds it difficult to distinguish between the manifestations of the child's psychogenic response, which indicate his deep feelings of psychological problems, and the shortcomings of his upbringing.
So, for example, in children with a hypersthenic type of response, in the process of educational activities, behavioral reactions that are unacceptable and unacceptable in the classroom, from the teacher's point of view, may occur, which interfere with the conduct of classes or a lesson. Trying to restore discipline in the classroom at any cost (for example, fearing for their own pedagogical authority), the teacher does not always pay due attention to the analysis of the reasons for this behavior of the child. And in the process of restoring order in the classroom, it can often contribute to additional traumatization of the culprit of the violation of order, subjecting him, for example, to public humiliation. In this case, the problem will not only not be resolved, but, most likely, the possibility of contact with this child will be lost.
Unresolved conflicts can lead to unpredictable and irreversible consequences (for example, a teenager, having failed to cope with a complex of personal problems, may resort to the use of physical violence, including the use of weapons, against those who, in his opinion, humiliated him in a group of peers etc.). Especially often, such situations can arise if the child is not able to predict the long-term consequences of his actions, does not know how to establish causal relationships, or has difficulties in the social interpretation of events in the surrounding reality (for example, a mentally retarded child or a child with schizophrenia, autism, psychopathic personality disorder, etc. NS.).
Another situation, which also requires a careful psychological analysis, is associated with the interpretation of the behavior of children with a hyposthenic type of response. In this case, children are prone to inner experience of the events taking place with them and do not know how to actively and timely respond to negative emotional states, which can in some cases become the cause of suicidal behavior. Therefore, the teacher should be alarmed not only by the aggressive and defiant behavior of children, but also by overly passive, obedient behavior against the background of a reduced background of the student's mood. Thus, in the psychological counseling of teachers, another important direction has emerged: to teach specialists to pay attention to such symptoms of psychological distress in a timely manner and to take adequate measures to overcome them.
In addition to discussing issues related to the psychological and pedagogical characteristics of people with disabilities, the difficulties of their education and upbringing, within the framework of this area, the tasks of optimizing and harmonizing relationships between specialists in a single educational space (pedagogical collective), preventing the syndrome of their professional and emotional-personal burnout. Thus, we can say that consulting in this case provides the necessary support and restoration of the personal and professional resources of specialists - participants in a single educational space.
Considering the structure and organization of consulting specialists, one can note the need to ensure its compliance with the standard requirements, rules and guidelines disclosed in the previous section.
Another important task of consulting specialists working with children with disabilities is to optimize their professional and personal relationships, harmonize the psychological atmosphere in the team, and help establish productive cooperation. The purpose of this direction of counseling is to establish "open" interaction as the most favorable and constructive form of interaction in order to improve the productivity of correctional work. This nature of interaction, as practice shows, can ensure compliance with the principles of mutual respect and support, ethical standards for the exchange of professional information between participants in pedagogical communication. Professional cooperation of specialists is based on direct communication, a comprehensive analysis of the basic needs of a child with disabilities, their family members, dominant and secondary factors that affect the effectiveness of the correctional process in an educational institution. At the same time, it is necessary to ensure flexibility, efficiency and trust in professional relationships, their focus on achieving a common goal - effective consolidation and complementarity of joint efforts to optimize the system of psychological and pedagogical support for children with disabilities. To address these issues, it is necessary to skillfully combine both individual and group forms of advisory work. In some cases, it is advisable to carry out an individual analysis of the causes and ways of solving the arising problems of professional interaction among individual specialists at the stage preceding their group discussion, in other cases the need for individual consultation is revealed already in the process of group consultation. However, the approval of general rules for professional interaction in a specific team will be effective only if it is carried out on the basis of joint decision-making by all participants in the psychological and pedagogical support service for persons with disabilities.
Consultative work with specialists of the service of psychological and pedagogical support for the education of persons with disabilities provides for the improvement of their communication skills, the ability to carry out effective professional communication.
When determining the forms and content of such work, it is necessary to take into account the main reasons for the difficulties encountered in communicating with persons with disabilities and their families. Among these reasons, the leading place is occupied by:
Difficulties in identifying possible resources and optimal ways to meet the correctional and rehabilitation needs of children with disabilities and their family members;
Inability to constructively formulate conclusions about the problems of the development and upbringing of a child, develop recommendations for overcoming them for parents, coordinate the interaction of participants in the correctional process;
Insufficient understanding of the psychological aspects of the problems of families raising children with developmental disabilities;
Difficulties in determining the optimal form and style of communication with parents (for example, insufficient or excessive emotional saturation of communication, difficulties in choosing a constructive style of interaction in conflict situations that arise when communicating with “difficult” parents, etc.) and other participants in the correctional and pedagogical process.
Based on this, the tasks of consulting work with specialists providing psychological and pedagogical support are:
1) improving professional communication skills, harmonizing relations between the subjects of a single educational space (consulting on optimizing communication with parents, including in conflict situations, discussing issues of business ethics, the algorithm of interprofessional interaction, etc.);
2) the formation of skills to carry out "feedback", i.e. sensitively exchange information, taking into account the emotional reactions of the interlocutor. For information to be useful to parents, it must be presented in such a way that it is available to them, so that they understand it correctly and can apply the knowledge gained;
3) prevention of professional burnout syndrome, stimulation of professional and creative improvement;
4) increasing the level of cognitive and emotional-personal components of professional competence of specialized specialists of the service of psychological and pedagogical support of education and development of persons with disabilities;
5) prevention of conflict situations in the relationship of participants in the educational process.
Depending on the content orientation of the work, it is recommended to use the following forms of organization of consultative work.
1. Lecture and educational work on the problems of impaired development. The purpose of such work with specialists is to increase their competence, deepen knowledge about the features of the manifestation of various developmental disorders, methods of correction and the possibilities of preventing secondary deviations. The topic of such classes depends on what category of abnormal children the specialist works with, and can be represented by the following topics: "Modern technologies for detecting mental disorders in children at different age stages"; "The main stages of correctional work to prevent and correct behavioral disorders in mentally retarded children"; "Types of work to optimize communication with parents raising preschoolers with disabilities"; "Implementation of resource opportunities for interagency interaction in the organization of leisure activities for children with cerebral palsy of primary school age"; "Development of spatial and temporal representations in children", etc.
2. Discussion problematic form of consultations, seminars. Unlike lecture forms, this type of training allows you to achieve contact between specialists, to ensure active assimilation, comprehension, critical perception.
The most common methods of activation include discussion questions, comparison of different positions, points of view, and current pedagogical concepts. Their use presupposes the emergence of interest in the topic of consultation, discussion, association with one's own experience, a desire to actively participate in collective discussion, and reflect. As a subject of discussion, for example, one can single out the comparison of the concepts of “cooperation with parents” and “work with parents”.
3. Specially organized consultative stages in the organization of business games, trainings for personal growth, as well as other interactive methods, which are modeling by teachers of adequate ways of behaving in the process of solving problem problems and analyzing conflict situations.
The purpose of this type of methodological work is to develop ideas about possible and optimal strategies for the behavior of specialists in specific problem situations. The resolution of specially modeled problem situations contributes to the development of pedagogical tact in interaction with parents, colleagues and children, the ability to dose their impact.
Control questions
1. Expand the main content of the concept of "counseling" and define its place in the system of psychological assistance to persons with disabilities in special education.
2. Describe the content and organizational features of counseling family members raising children with developmental disabilities.
3. Expand the tasks, features of the organization and content of counseling for persons with disabilities at different age stages.
4. Describe the content and organizational aspects of counseling specialists working with children with disabilities.
Literature
The main
1. Burmenskaya G.V., Zakharova E.I., Karabanova O.L. Age-psychological approach in counseling children and adolescents. M .: AST, 2002.
2. Levchenko I.Yu., Zabramnaya S.D. and etc. Psychological and pedagogical diagnostics of the development of persons with disabilities: Textbook / Ed. I.Yu. Levchenko, S.D. Zabramnoy. 7th ed., Erased. M .: Academy, 2013.
3. Shipitsyna L.M., Kazakova E.I., Zhdanova M.A. Psychological and pedagogical counseling and support for child development: A guide for a teacher-defectologist. M .: Vlados, 2003.
Additional
1. Aleshina Yu.E. Individual and family psychological counseling. Moscow: Class, 2004.
2. Aleshina Yu.E. Consultative conversation // Introduction to practical social psychology: Textbook, manual / Ed. Yu.M. Zhukova, L.A. Petrovskaya, O.V. Solovieva. M., 1996.
3. Belobrykina O.A. Theory and practice of psychological service in education. Novosibirsk: NGPU, 2005.
4. S.A. Kapustin Criteria for normal and abnormal personality in psychotherapy and psychological counseling. M .: Kogito-Center, 2014.
5. Karabanova O.A. Psychology of family relations and the basics of family counseling: Textbook, manual. M .: Gardariki, 2005.
6. Kochunas R. The basics of psychological counseling. M., 1999.
7. Monina G.B. Psychological counseling for children and adolescents: Textbook. SPb .: Publishing house. SPb. University of Management and Economics, 2011.
8. May R. The art of psychological counseling. M., 1994.
9. R.S. Nemov Psychological counseling: Textbook. M: Vlados, 2010.
10. R.V. Ovcharova Practical psychology of education: Textbook, manual. M .: Academy, 2003.
11. Staroverova M.S., Kuznetsova O.I. Psychological and pedagogical support of children with emotional-volitional disorders. M .: Vlados, 2014.
12. Sytnik S.L. The basics of psychological counseling. M .: Dashkov IK °, 2012.
13. Khukhlaeva O.V. Fundamentals of psychological counseling and psychological correction: Textbook, manual. Moscow: Academy, 2011.
Republic of Mari-El, Yoshkar-Ola RSU Republican Center for Social and Psychological Assistance to the Population
M. A. Efimova
“Every real life is a meeting. Human life and humanity begins to exist in this meeting, for the growth of the inner essence does not occur in the relationship of a person to himself, but in the relationship between one person and another, between people. " Martin Buber.
"Mercy consists not so much in material help as in spiritual support of a neighbor, that is, in his non-condemnation and respect for human dignity."
L.N. Tolstoy.
Telephone help for people in a state of psychological crisis originated half a century ago in London at the initiative of the Anglican priest Chad Ware. Currently, emergency telephone counseling services are available in almost all countries, which came to our country with a great delay. Many people in our society still consider turning to a psychologist almost a whim, an admission of their weakness, inability to figure out their problems on their own. In fact, counseling is a kind of support, an act of trust, compassion, even the strongest sometimes need help, the opportunity to look at the situation with different eyes. The admission that you have problems and you want to sort them out is just a manifestation of strength, but avoiding them, ignoring them, is a manifestation of weakness. The psychologist offers his time, attention, knowledge to another person, he will listen to his worries, fears, expectations, hopes, and help him find new ways to build the desired future. The very intonation of the psychologist's voice - interested, benevolent, warm - is conducive to trust. Over the 10 years of existence of our "Trust Telephone" service at the Republican Center for Social and Psychological Assistance to the Population, we can conclude that this type of assistance is relevant and effective. Every year hundreds of people with disabilities turn to us for psychological support, most of them are women after 30 years. Thus, in 2006 there were about 250 calls from people with disabilities, for 8 months of 2007 - 289, which is about 10% of the total number of calls received on the "Trust Phone". The main problems are: anxiety about a mental or somatic illness, problems of relationships with a close environment, self-acceptance (loneliness, lack or loss of meaning in life, worries about their appearance), social adaptation, material problems, etc.
Counseling usually includes three stages:
1. investigation of the problem
2.a new level of understanding of this problem (it is proposed to look at your problem from the other side and think about how you can cope with it)
3.action (building plans and correcting actions)
While experiencing a serious illness or disability, a person experiences different states, at the first stage one of such experiences may be denial of the disease itself, this is a natural psychological defense, denial contributes to the adaptation of a person, eliminating a traumatic situation from his consciousness. When consulting such callers, one should use active listening, research of thoughts, feelings, and not analysis of the situation, since the interlocutor is often not aware of what has happened. Disability changes a person's life, his habits, hobbies, moves him away from loved ones, therefore, an offense may arise at the unfairness of fate. Anger and resentment are also one of the stages of experiencing an illness; they temporarily protect a person. Listening to a subscriber engulfed in such feelings, you should not condemn or direct your indignation at him, but accept his condition and offer acceptable ways to relieve painful experiences. The next step in adapting to disease is the deal. The forces spent on anger and denial are exhausting, so the patient begins to seek concessions from others, these reactions help him to come to terms with the inevitability of the disease. By doing his best, he hopes to get rid of the disease or improve his condition. When talking with such a person, you should accept this "game" and be an active listener, this will help you find ways to accept and integrate with this reality. Sometimes illness is perceived as a "hidden benefit", as an attitude towards one's own helplessness. This allows you not to take responsibility, not to change yourself, but to demand and receive sympathy and help from others. Many people with disabilities experience a state of depression, it can manifest itself in a depressed state, feelings of resentment, guilt, and suicidal thoughts. A depressed person often experiences a state of hopelessness, it seems to him that nothing can be corrected, that his destiny cannot be changed, he loses goals and motivation for his actions. He shies away from any new activity, blindly obeys unfavorable circumstances, easily gives up and eventually fails, closing the circle. Problems accumulate and unite, interests narrow, and social activity fades away. Too lively encouragement in such cases is inappropriate, phrases should be simple, understandable, filled with care and understanding. It may be advisable to translate negative thoughts into alternative, useful statements. You should not discuss the diagnosis, teach, instruct. Advice, too, is often unhelpful and backlash. The first to seriously study the role of negative thinking in the development of depression was the psychologist Aaron Beck. He believed that vigorous activity was very important for getting out of depression, and invited people suffering from depression to schedule their daily activities with an accuracy of half an hour, so that there was not the slightest opportunity to fill empty time with bad thoughts. Most doctors and psychologists recommend physical exercise to improve mood in depression, since muscle activity makes a person more alert and energetic. Deep relaxation is a good way to combat depression. It helps to calm down, find inner balance. These methods are not difficult to perform and are feasible for everyone, and the effect of them, when performed regularly, is good.
Problems of relationships with others are also very significant for people with disabilities, especially elderly people, they often feel unnecessary, there is a feeling of guilt and defenselessness. Many are worried about becoming a burden for children, experiencing all kinds of violence on their part. The fact that a person has called indicates that he hopes for a change for the better. You should focus on what changes he wants, correctly understand and define his goals. It is important to encourage the subscriber to take new steps, to expand his capabilities, because often a person limits his scope: "I cannot do this", "I have to live like this."
About half of all calls from people with disabilities are calls from subscribers suffering from mental illness. Their integration is difficult, since the public consciousness considers them dangerous, combining the images of a “mentally ill” and a “criminal”. Mentally ill people often have hostile feelings towards themselves and suffer from loneliness. Appeals of former patients of psychiatric hospitals can be divided into the following types: crisis situations (relationships with relatives, neighbors, society), deterioration in health (obsessive fears, aggression), the need for an interlocutor on various issues (issues of religion, the meaning of life, politics, etc.) .). The work of a psychologist in communicating with such subscribers mainly consists in patient active listening (without delving too deeply into an illogical conversation). The counselor’s attention to the strange problems of patients evokes trust and positive emotions. Mentally ill people can behave aggressively, express resentment, often suddenly stop talking, and then they can call again, often they become regular callers. It is necessary to encourage any positive actions of patients (engage in feasible work, active rest, motivate them to see a doctor, continue treatment). If the subscriber is in a relatively adequate state and addresses ordinary everyday problems, then a regular dialogue should be conducted with him.
Historically, people with disabilities were excluded from the ordinary life of society, felt like outcasts, not like everyone else, this led to the persistent formation of a negative image of them, "I", to low self-esteem, to insecure behavior. Appeals about the rejection of oneself as a person are quite frequent, mainly such a request comes from young people. As a rule, they experience material problems, they have no opportunity to get a good education, no suitable housing, few friends and personal relationships. Modern life requires independent, confident behavior and competent communication skills from people. Many people with disabilities do not have these qualities, and this is their problem, not their fault. Confident behavior is a way of direct, open communication between people, these skills are not given from birth, but are acquired in the process of education. A psychologist in the process of telephone counseling can help find the reasons for insecurity and give recommendations for overcoming it. Confident behavior consists of a number of behaviors and can be learned, it gives you the opportunity to express your rights, make your choice, make your own decisions and take responsibility for your behavior.
You cannot solve a person's problems for a person, but you can learn to cope with them and help others by offering your help and support.
“Once upon a time there was a man, he was a mystic and prayed to the One God. And as he prayed, a lame, a hungry, a blind, and an outcast passed before him; seeing them, he fell into despair and exclaimed in anger: "O Creator, how can You be the God of love and do nothing in order to help these sufferers?" In response, not a sound was heard, but the saint waited patiently, and then a voice sounded in the silence: “I did something for them. I created you. " (From Sufi proverbs).
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Introduction
psychological pedagogical child help
Relevance of the topic. The late XX - early XXI centuries were marked by extremely unfavorable trends in the health sector. According to the WHO, disabled people make up 10% of the world's population, and 120 million of them are up to 15 years old. At the moment, in developed countries, 250 out of 10,000 children have disabilities and this number is only growing. In 1998, the number of disabled children in the Russian Federation was 563.7 thousand people. This is confirmed by the data of the Federal State Statistics Service of Russia. According to them, in 2005, 36837.4 thousand sick children under the age of 14 were registered, and in 2007, 38140.5 thousand people were registered.
According to the ITU Federal Scientific and Practical Center for the Rehabilitation of Persons with Disabilities, about 250 thousand children a year need expertise. As a result of the current standards (1.8-2.0 thousand examinations per year), the workload of some ITU bureaus is so great that it creates huge queues, which affects the quality of the examination. The shortcomings of the latter are evidenced by the fact that among the appealed decisions of the bureau, the number of canceled ones amounted to 18.9%.
According to the three-dimensional concept of disability, the diagnosis of "disability" is established in the presence of social insufficiency and impairment of body functions due to illness and / or limitation of life. Expert and rehabilitation diagnostics is carried out on the basis of a comprehensive assessment of the child's health, taking into account his clinical, functional, social, pedagogical and psychological data. At the moment, there are criteria by which one can judge the presence of dysfunctions and their degree and restrictions on human life. One of the main factors in the study of children's disability is the analysis of their communication development, play and educational activities, their intra-family relationships, since it is in the family that the foundations are laid and the child's full-fledged personality is formed. Parents of special children are strongly encouraged to attend events to assess and preserve the reproductive health of adolescents with disabilities.
There are three main aspects in psychological assistance and rehabilitation of children and adolescents with disabilities:
1. Operational-activity - associated with the formation in young children of the skills and abilities necessary for his independent life.
2. Social - is determined by the interaction of a disabled child with his immediate environment and society, and his further involvement in working life.
3. Personal - affects the inner awareness of his condition and position in society.
Various types of consultations, trainings, psychocorrection and psychotherapy are the main methodological methods of psychological rehabilitation. All of them are carried out mainly in a playful way (usually until older adolescence). Also, psychocorrection of emotional stress and borderline disorders in parents and the immediate environment of a disabled child is mandatory, which somehow affects the upbringing of a disabled child. Unfortunately, now there are a lot of disabled people who have problems with receiving psychological help at home. These include retirees with injuries, people who can only move in wheelchairs, children with paralysis, and many others. Such people do not have the opportunity to receive high-quality psychological assistance due to their disabilities.
At the moment, social and psychological assistance to the population in full-time (public) form is provided by certain state institutions on a budgetary basis, some private commercial organizations and individuals on a paid basis.
In most cases, all psychological services are provided in a state of attendance, exclusively by appointment.
Psychological assistance is provided by such state institutions as diagnostic and counseling centers, guardianship and guardianship departments for minors, social service centers for elderly and disabled citizens, centers for the social adaptation of military personnel, citizens dismissed from military service and their family members, psychological counseling services - conducting consultations on a budgetary basis, but exclusively in person (with the obligatory presence of the consultant himself). Commercial organizations and individuals also provide psychological services, but on a commercial (contractual) basis (also in person).
Purpose of the study: to study and analyze the peculiarities of the activities of the centers providing psychological and pedagogical assistance to persons with disabilities.
Research hypothesis: it is assumed that only with a high-quality organization of institutions that provide psychological and pedagogical assistance to persons with disabilities, it is possible for the comprehensive development of the personality, its rehabilitation and socialization.
Research objectives:
1. Conduct a theoretical analysis of psychological literature on the problem of providing psychological assistance to the population;
2. To study the characteristics and needs of the provision of psychological assistance to persons with disabilities;
3. To identify the conditions for the provision of psychological assistance to the population ;
4. Describe the centers providing psychological and pedagogical assistance to persons with disabilities;
Object of study: features of psychological pedagogical assistance persons with disabilities.
Subject of study: organization and maintenance of psychological and pedagogical assistance to persons with disabilities in the city of Moscow.
Theoretical and methodological base of the research: theory of personality development in specific cultural and historical conditions (S.I. Gessen), the concept of socialization of personality (I.A.Korobeynikov, B.D. Parygin).
Such domestic scientists and practitioners of psychosocial assistance as Petrushin S.B., Leontiev A.N., Abramova G.S. and many others. They defined the information space and formed a number of scientifically grounded approaches to the study of the effectiveness of the activities of social and psychological services.
Conceptual approaches to diagnostics and corrective work with children with developmental disabilities are theoretical sources of research. They can be seen in the studies of the leading Russian defectologists: T.A. Vlasova, V.V. Voronkova, L.S. Vygotsky, S.D. Zabramnoi, L.V. Zankova, B.D. Korsunskaya, M.I. Kuzmitskaya, K.S. Lebedinskaya, I. Yu. Levchenko, V.I. Lubovsky, M.S. Pevzner, B.G. Petrova, L.I. Solntseva, I.M. Solovieva, E.A. Strebeleva, G. Ya. Troshina, U. V. Ulyenkova and others.
It is impossible not to mention the works of N.N. Malofeev, the author of the periodization of the evolution of the attitude of society and the state towards persons with developmental disabilities and the periodization of the development of national systems of special education, I.A. Korobeinikova and L.I. Plaksina, whose works were laid in the foundations of the methodological and methodological aspects of clinical and psychological diagnostics of developmental disorders in childhood, the study of their genesis from the standpoint of an interdisciplinary approach, as well as the problems of socialization and social adaptation of children and adolescents with mild forms of mental underdevelopment, and the organization of correctional - developing environment in educational institutions for children with developmental disabilities.
The practical significance of the study: An analysis of the activities and areas of work of organizations that are able to provide psychological and pedagogical assistance for people with disabilities can help to draw up recommendations for improving the quality of assistance and educational work among the population.
The results of the study can be useful in practice for special psychologists, defectologists, pedagogical psychologists and governing bodies of the Department of Education, Department of Labor and Social Protection of the Moscow population.
Work structure: the final qualifying work consists of an introduction, two chapters, a conclusion, a list of references.
In the first chapter of the final qualification work "Study of the content and activities of centers providing psychological and pedagogical assistance to persons with disabilities" defines the concept of psychological and pedagogical assistance and substantiates the need for psychological and pedagogical assistance to persons with disabilities.
The second chapter "An empirical study of the activities of organizations providing psychological and pedagogical assistance to persons with disabilities" is devoted to the analysis and selection of criteria for studying the number of centers, directions and content of their work and writing a conclusion based on the data obtained.
When performing the final qualifying work, educational and educational-methodical literature, articles from scientific and practical publications, as well as Internet resources were used.
1. Theoretical provisions on psychological and pedagogical assistance for the category of persons with disabilities
1.1 Definition of the concept of "psychological and pedagogical assistance"
Psychological assistance is a capacious concept. Its content includes a huge number of theories and practices, ranging from the use of in-depth interviews, to a variety of techniques of social and psychological training, concepts and methods of medical psychotherapy, without which the relationship of a psychologist-consultant with a client can easily collapse, and the psychological help itself will then turn into a simple expression of sympathy or moral teaching. The concept of "psychological assistance" reflects such a psychosocial practice, the field of activity in which is a set of questions, difficulties and problems related to the mental life of a person. The relevant specialist deals with a range of problems that reflect both the features of the mental life of a particular person, and the features of the whole community, reflecting the psychological specifics of its functioning. Psychological assistance is also a sphere and method of activity that provide a person and a community with assistance in solving a wide range of problems that arise during a person's life in society and his relationship with him. Understanding the problem of psychological assistance is closely related to understanding the human psyche as such a space of human existence, the versatility of which determines the totality of problems in the activities of the corresponding specialist, namely: interpersonal relationships, emotional intrapersonal (deep and situational) conflicts and experiences, socialization problems (such as career guidance or family creation), personalization problems (age-related and existential), that is, the entire spectrum of the emotional-semantic life of a person as part of a society endowed with a psyche. M.K. Tutushkina says that psychological assistance includes psychodiagnostics, developmental diagnostics, developmental correction, psychotherapy, various trainings, prevention of deviant behavior, career guidance, etc.
The essence of psychological assistance is to provide emotional, semantic and existential support for a person or a whole community in situations of difficulty arising in the course of personal and social life. Psychological assistance usually consists of psychodiagnostics (objective informing the client), psychological correction (influencing the client in order to change the indicators of his activity in accordance with the age norm of mental development), psychological counseling (helping mentally healthy people in achieving personal development) and psychotherapy (active influence on the client's personality in order to restore or reconstruct the psychic reality of the personality).
Psychological assistance should be adequately structured. As a social institution, psychological assistance emerged and fully formed only by the middle of the 20th century, which caused the emergence of a number of new specialists, namely a social worker, a counselor psychologist and a psychotherapist. This is in addition to the historically built priest, pastor, psychiatrist and psychoanalyst.
Psychological assistance can be classified according to different indicators:
1) by the time of action: urgent - such help is needed in case of complex mental conditions, the possibility of suicide, cases of violence, etc. This is most often the responsibility of the trust service; long-term - used in the event of difficult life situations, psychological crises, conflicts (more often as psychological counseling);
2) by focus: direct - assistance aimed directly at the client; responsive - the answer to the current situation and the appeals of people from the client's environment; proactive - a response to a predicted unfavorable situation for a person. Often found in family service.
3) by spatial organization: contact - a personal conversation between a psychologist and a client; distant - subdivided into telephone and written;
4) on the performance of functions by a psychologist: diagnostic - drawing up a psychological portrait of an individual and making a psychological diagnosis; control room - referral to the necessary specialist: psychotherapist, psychiatrist and others, informational - collection of information about the client, his family, environment, social conditions; as well as corrective, counseling and therapeutic;
5) by the number of participants: individual and group;
6) according to the degree of the psychologist's intervention: directive - indicating, giving advice, non-directive - accompanying the client.
So, psychological help is professional support and assistance provided to a person, family or social group in solving their psychological problems, their social adaptation, self-realization, overcoming a difficult psychological situation and rehabilitation, which have their own specific characteristics.
1.2 Components of the process, main tasks, forms and models of psychological and pedagogical assistance
A counseling psychologist's conversation with a client considers:
1. The personality of the client and his experiences;
2. The personality of a consultant psychologist in the unity of his independent and functional formations;
3. Interaction between the client and the psychologist.
The relationship itself is built due to the influence of external circumstances, which are the reason for the client's appeal for psychological help. If we compare the situations of a person turning to a specialist in another profession of the “person-to-person” system, for example, to a doctor, boss, teacher or salesman, and others, and the situation of seeking psychological help, one cannot fail to notice the differences in their relationships. When addressing representatives of other communication professions, the client:
· Knows what he wants;
· Is aware of the norms of relations with a representative of this profession and often already has experience in communicating with a specialist in this field;
· Represents a measure of responsibility and limitations, both his own and that of a specialist (the client understands in advance that the result of treatment does not depend solely on the qualifications of a doctor, even when using the best medicines).
There are certain difficulties in the work in the field of psychological assistance. Basically, they are associated with the specifics of the profession and with the uncertainty of the status and prerogatives of the psychologist. One of these difficulties is that a psychologist does not work with a situation, but with a whole system of values, attitudes and experiences of a person that have developed in him during his life. Clarifying the meanings of life can complicate the very life situation client. In all professions, interpersonal relationships play a specific role, however, in a counseling situation, it is the nature and personal qualities of the psychologist that affect the dynamics of the process of the effectiveness of psychological assistance and further relationships with the client.
A.A. Bodalev, identifies several models of psychological assistance, in accordance with its direction and nature: pedagogical, diagnostic, social and medical. The psychological model, which is also called psychotherapeutic, considers disharmony in relations with oneself and with society, and uses not the abstract knowledge of science, but the laws of human existence. This model is used in their work by psychologists, psychiatrists and psychotherapists. In Russia, the psychological model was originally developed by psychiatrists and psychotherapists. As in medical treatment, in psychological assistance at the first stage, the symptom of suffering is known, which is understood individually, and psychological assistance in its understanding is based on the general laws of communication and the structure of the psyche. The aim of both works is to get rid of this suffering. The difference between psychological and medical treatment lies in the nature of suffering - dissatisfaction, the sphere of communication, personality traits (in the perception of oneself, the situation, others); in the nature of the impact - in communication, peculiarities of interaction and personal attitudes of those communicating. Psychological assistance is provided by specialists in the event that the client is a healthy person, capable of taking responsibility for himself and his actions.
The psychologist sets himself the challenge of experiences as the main task. These experiences should be based on the client's non-judgmental attitude towards psychological information. In this regard, G.S.
Abramova identifies four types of problems of interaction between a client and a psychologist:
1) Social tasks - a person evaluates his experiences and psychological information about other people, focusing on social criteria and norms ("right - wrong"). At this stage, a change in the client's assessment system is required, this will allow him to see the goal from the other side, to move away from stereotyped behavior and experience.
2) Ethical tasks - the client formulates his attitude towards the goal of interaction, clearly sets in advance the choice of his attitude ("good - bad"). The psychologist must show the limitations of the rating scale, which does not allow the client to analyze the dynamism of psychological information.
3) Moral tasks - they are associated with the orientation of experiences on the criteria of good and evil, requiring a specific choice. The psychologist must show the client the conventionality of these criteria and their non-identity for different people.
4) Psychological tasks - characterized by the formation and establishment by the client of a question about the meaning of this or that information, the willingness to master other forms of behavior. Most of the clients are people oriented towards the social and ethical tasks of interacting with a psychologist. The work of a psychologist-consultant is to transfer the problem to a psychological task together with the client, which makes it possible to provide real psychological assistance.
The process of providing psychological assistance is varied and, first of all, its nature depends on the problem being solved by a specialist. It is important to note the number of tasks and the conditions with which the educational psychologist works.
1.3 The main problems and features of the development of psychological and pedagogical assistance in the modern world
After analyzing the literature related to the problem of "counseling", we can come to the conclusion that there is not a single area of human life in which a person does not need the help of other people. General content analysis allows highlighting the most popular areas of application of psychological assistance:
1) Mental (and spiritual) development of the child
2) Age and personality problems of a teenager
3) marriage and family
4) Mental and personal health problems
5) Psychological assistance to the dying and psychotherapy of grief
6) Problems of old age
7) Psychological assistance to prisoners and military personnel
8) Psychological assistance and support in crisis situations
9) School counseling
10) Professional consulting
11) Psychological assistance related to problems in adaptation, overcoming ethnic prejudices and stereotypes among emigrants, support of consultants in working with ethnic minorities
12) Management consulting.
As we can see, specialists providing psychological assistance can solve many problems, such as personal crisis and psychological trauma, and the organization of work is directly related to the nature of the provision of this assistance.
1.4 Theoretical substantiation of the need for psychological and pedagogical assistance to persons with disabilities
The full development of a child requires the greatest efficiency and harmony. Nowadays, one of the most important areas of activity is the protection of human rights to the protection and promotion of health, to free development in accordance with individual capabilities and abilities.
The relevance of the topic we have touched upon is only increasing due to the fact that health is a priority value of every person, ensuring his activity in all types of activities and the realization of his life meanings. The concept of "health" can be characterized as heterogeneous, syncretic. Thanks to this, issues related to the development of a healthy person, the formation of a healthy personality are the most significant. The problem itself has grown from a medical one to a nationwide one. This allows us to speak not only about individual technologies of health improvement, but also about a unified "health policy" containing the prevention of health risk factors, early detection of children with disabilities, the formation of a healthy lifestyle of the population, training of specialists in the field of education and training. children with disabilities.
It is children with disabilities in this context that attract the attention of most researchers.
In modern literature, there is no single term for children with developmental disabilities. Until the middle of the twentieth century, the concepts were used: "children with special problems", "children with developmental disabilities", "abnormal children", "disabled children". The latter has become the most widespread, since almost all people with any deviations in health have a disability group. But the most popular term in international practice is “children with disabilities”.
The need to work with children with disabilities and the creation of a concept for early detection of such children is determined by the following factors:
· The specificity of the demographic situation (a decrease in the birth rate, a decrease in the proportion of healthy children born, an increase in indices of developmental deviations, an increase in congenital and hereditary pathologies);
· Features of the socio-economic development of society (deterioration of living conditions, deterioration of working conditions for women, inaccessibility of health care, education, culture, consumer services, etc.);
· Socio-psychological characteristics of social development (existential problems of a person, information overload, loneliness, stress, social infantilism, etc.);
Deterioration ecological situation(the appearance of various diseases caused by the state of the natural environment) and so on.
Also added to all this was the increase in child injuries, the number of cases of child alcoholism, drug addiction, substance abuse and child neglect. This trend makes it possible to predict the appearance of an even larger number of children with various health disorders, both physical and mental.
Strengthening the health of the population largely depends on an adequate state policy aimed at ensuring conditions for a safe life, comprehensive care for the health of the younger generation. In this regard, today it is necessary to focus on the social order of the state associated with the need for early identification and preparation of children for life in rapidly changing conditions through the creation of a system of social, psychological, pedagogical and methodological services and improving their organizational, managerial and scientific and methodological activities. This means that it is required to provide all citizens with equal opportunities for social adaptation, development and the fullest realization of their individuality.
However, responsibility cannot be removed from each member of society, from parents for the fate of their children, from specialized medical, psychological, pedagogical services and social institutions created for the education and upbringing of children with disabilities and, therefore, special needs. Based on this relevance, such issues as changing the attitude of each person towards their own health, the attitude of public institutions, members of society towards people with disabilities and towards their civil rights are acquired.
This problem is located at the intersection of several areas of scientific knowledge at once, but the main role in the development of the theory and practice of organizing a system for early detection, assistance and support of free and correct development a special child with the help of social institutions belongs to special (correctional) pedagogy.
One of the first tasks of special pedagogy is the study of innovative directions for creating optimal conditions for the prevention, early diagnosis and correction of disorders in the development of the child, in social adaptation and integration into society of people with disabilities and later into society.
The significance of the problem increases due to the constantly emerging contradictions between:
· The need for the earliest possible identification of such categories of children and the lack of a modern service for children's rehabilitation in health care;
· The legally declared rights of citizens to the full realization of their individuality and the actual state in various spheres of life (education, work);
· Declarative statements about the need to solve the problem of disruption of the connection of such children with the outside world (limited mobility, poverty of contacts with peers and adults, etc.) and the real result of social policy, public consciousness;
· Understanding the need to minimize the degree of discrimination and alienation of children with disabilities from educational institutions;
· The task set by the state related to the creation of conditions that ensure the success of the upbringing and education of children with disabilities and adequate diagnostics of the capabilities of this category of children;
· Between the provisions and laws that are being developed and are already being implemented on inclusive education and insufficient work towards the creation of special (correctional) classes in general education schools;
· The existing positive practical experience of work, which is not yet global in nature, with children with disabilities and the lack of effective staffing of the system (lack of teachers - speech therapists, defectologists, insufficient number of educational psychologists, and their insufficient professional training);
· The need to improve the professional competence of specialists to work with such categories of children and the lack of a system for improving the qualifications of teachers in matters of correctional pedagogy and special psychology.
The main contradiction is that specialists of services and organizations working with children with disabilities cannot fully assess the needs of parents in informing them about the peculiarities of raising and educating such children, and the willingness of parents to take part in rehabilitation processes. Parents of children with disabilities experience a lack of information about the possibilities of receiving correctional and rehabilitation services and the level of difficulty in accessing it, and they do not fully understand the weakness of the connection between a family with a special child and specialists who are called upon to provide psychological and medical assistance to children with disabilities. This is partly due to the position of the specialists themselves, who are called upon to inform parents, but do not have this information, are not focused on finding the information they lack in their work in other similar organizations and institutions and from colleagues. This is also due to a lack of information.
Solving the problems of timely detection of developmental deviations in children is necessary, as well as their rehabilitation in the form of a single system. She suggests:
· The earliest possible detection and diagnosis of the specifics of developmental disorders and the need for special education;
· Elimination of the gap between the identification of the primary deviation in the development of the child and the beginning of correction, rehabilitation and training;
· Expansion of the temporary boundaries of special education and rehabilitation (from the moment of birth and throughout life);
· The continuity of the process of diagnosis, education and rehabilitation and their going beyond school age;
· Allocation of a complex of special diagnostic, correctional and developmental tasks;
· Inclusion of parents of special children in the process of identification, correction and rehabilitation of children, as well as the organization of their training by special specialists;
· Training of specialists to work with children with disabilities and their parents.
In the presence of the above contradictions, there is an urgent need to develop a concept for the early detection of children with disabilities in order to provide them with psychological and pedagogical assistance, based on the following provisions:
1) every child with disabilities is an equal member of society. He has the same needs, desires and interests associated with self-actualization and the realization of the existing potential in the process of socialization, like other people;
2) a child with disabilities is as capable and talented as his peers, but he needs help and a safe environment that gives him the opportunity to learn, communicate, be active, creative and all-round development;
3) a child with disabilities is not a passive object of social assistance and support. He is an equal subject of various systems of relations;
4) the state is called upon to create conditions that provide a child with disabilities with the satisfaction of his vital and socially significant needs through the creation of social services that will maximally relieve him of restrictions that impede the processes of his socialization and individual development;
5) a child with disabilities has the right to an independent life, self-determination, freedom of choice and to build a successful individual life strategy (when providing him with real targeted assistance in realizing these rights from innovative social services and special specialists);
6) a family with a child with disabilities has the right to be fully informed about the real state of affairs at the first stages of contacting the appropriate centers and services, as well as to receive specialized assistance and support in the upbringing, education and rehabilitation of the child, etc.
So, the projects of modernization of the institute of psychological and pedagogical assistance consist in the earliest possible identification and diagnosis of the specifics of developmental disorders and special educational needs. Bridging the gap between the identification of the primary deviation in the development of the child and the beginning of correction, training and rehabilitation and the continuity of the process of diagnosis, training and rehabilitation.
Persons with disabilities are people with disabilities in physical and / or mental development, they are deaf or hard of hearing, blind or visually impaired, with severe speech impairments, disorders of the musculoskeletal system and others, as well as disabled children.
A disabled person is a person who has a health disorder with a persistent disorder of the body's functions, caused by diseases, the consequences of trauma or defects, leading to a limitation of life and necessitating his social protection. Persons under the age of 18 are assigned the category “disabled child”. A person is recognized as a disabled person federal agency medical and social examination.
There are different classifications depending on different professional approaches and bases for taxonomy. Most popular bases:
· Causes of violations;
· Types of violations with the subsequent specification of their nature;
· The consequences of violations that affect further life.
A.R. Muller presents us with a classification based on the nature of the violation itself. Among the category of persons with disabilities are distinguished:
· Deaf;
· Hearing impaired;
· Late deaf;
• blind;
· Visually impaired;
· Persons with dysfunctions of the musculoskeletal system;
· Persons with disorders of the emotional and volitional sphere;
· Persons with intellectual disabilities;
· Children with mental retardation (PDD);
· Persons with severe speech impairments;
· Persons with complex developmental disabilities.
T.V. Egorova proposed a more generalized classification. It is based on the grouping of the above categories of violations in accordance with the localization of the violation in the body system:
· Bodily (somatic) disorders;
· Sensory disturbances;
· Disorders of the brain.
Researcher M. Warnock compiled a classification in which he indicated not only the disturbed areas of the body and human functions, but also the degree of their damage. Such a classification makes it possible not only to more accurately distinguish between different categories of persons with disabilities, but also to more accurately determine the nature and scope of the special educational and social needs of each individual person.
Thanks to this classification, it is possible to determine much better the socially significant needs of a person with disabilities and the directions of his rehabilitation, for example, orientation in the surrounding physical and social environment, physical independence, mobility and activity, the ability different types activities, employment opportunities, social integration and socio-economic independence.
· Children with mental retardation;
· Children with endogenous mental illness;
· Children with reactive states, conflict experiences and asthenia;
· Children with signs of mental retardation;
· Children with signs of psychopathy.
The above mental pathologies in children and adolescents with disabilities, depending on the causes and severity of the defect different ways are reflected in the formation of social relations, cognitive capabilities, labor activity and have a different effect on the development of the individual.
Researchers T.A. Vlasov and M.S. Pevzner propose the following classification:
1) children with developmental disabilities caused by organic disorders of the central nervous system;
2) children with developmental disabilities associated with functional immaturity of the central nervous system;
3) children with deviations associated with deprivation situations.
The classification proposed by V.A. Lapshin and B.P. Puzanov:
1) children with sensory impairments (visual and hearing impairments);
2) children with intellectual disabilities (mental retardation and mental retardation);
3) children with speech impairments;
4) children with musculoskeletal disorders;
5) children with complex, combined disorders;
6) children with distorted (disharmonious) development.
Also scientists G.N. Kobernik and V.N. Sinev propose a similar classification, and distinguish in it such criteria as:
1) children with persistent hearing impairment (deaf, hard of hearing, late deaf);
2) children with visual impairments (blind, visually impaired);
3) children with persistent intellectual disabilities based on organic lesions of the central nervous system;
4) children with severe speech disorders;
5) children with complex disorders;
6) children with musculoskeletal disorders;
7) children with mental retardation;
8) children with psychopathic forms of behavior.
In the above examples, we can see that some subgroups are noted at once in several classifications by different researchers, others are allocated only in one or combined into a general group. Now the most popular classification of deviations in development, which was proposed by V.V. Lebedinsky. He identified six types of dysontogenesis:
1. Mental underdevelopment (usually mental retardation);
2. Delayed development (polyform group: infantilism, impaired school skills, insufficiency of higher cortical functions, etc.);
3. Damaged mental development (the child has a fairly long period of normal development, impaired by diseases of the central nervous system or injuries);
4. Deficient development (variants of psychophysical development with impaired vision, hearing and musculoskeletal system);
5. Distorted development (a combination of underdevelopment, delayed and damaged development);
6. Disharmonious development (disorders in the formation of personality, for example, various forms of psychopathies).
As we can see, there are many differences in the development of children with disabilities: from practically normally developing, but experiencing temporary and completely removable difficulties, to children and adolescents with acute lesions of the central nervous system. The range ranges from children who are able to learn with their normally developing peers (with the support of specialists) to children who need an individualized learning program tailored to their abilities. Such a bright spectrum of differences can be observed in each category of children included in the HIA group.
1.6 The structure of psychological and pedagogical assistance to children with developmental problems
The very difficulty of psychological assistance and rehabilitation of children with mental disorders mainly depends on the structure and severity of their defect. This is manifested in the peculiar features of their mental and emotional-volitional development. Therefore, timely psychological and pedagogical assistance to such children is one of the most important parts of organizing their rehabilitation.
Now the problem of psychological assistance to children and adolescents with developmental disabilities is not widespread enough. Psychologists and teachers often use a variety of psychotechnical techniques without taking into account the form of the disease, the level of development of intellectual processes and the characteristics of the emotional-volitional sphere of the child.
Also, the mental development of the child is negatively affected by the lack of clearly developed and structured differentiated methods of psychocorrection and incorrect selection of psychotechnical techniques. In addition, this creates colossal difficulties in the joint work of teachers and parents.
Psychological assistance to children and adolescents with developmental disabilities is primarily viewed as a complex system of psychological and rehabilitation influences aimed at increasing social activity, developing independence, strengthening the social position of the personality of a child with developmental disabilities, and forming a system of value attitudes and orientations, and also on the development of intellectual processes that correspond to the mental and physical capabilities of the child.
A huge role is played by the solution of particular problems, such as the elimination of secondary personal reactions to an existing mental or physical defect, an inadequate style of family education, hospitalism, etc.
Nowadays, there is a huge number of different types of psychological assistance for children and adolescents with developmental problems. They are distinguished by the nature of the tasks that a specialist working with a child solves: a teacher, a defectologist, a social worker, a doctor, etc. These differences constitute a certain model of psychological assistance. Each model has its own theoretical basis and assumes certain methods used in the work.
By its nature, psychological assistance can consist of:
1) recommendations related to the further education and upbringing of the child (referral to special or auxiliary schools / kindergartens or referral for additional consultations with a neuropsychiatrist, speech therapist, counselor psychologist of another profile);
4) determining the child's readiness for normal schooling and identifying the reasons causing difficulties in learning;
5) the implementation of psychotherapeutic and psychocorrectional influences.
All of the above types of assistance are psychological, as they are aimed at solving problems caused by psychological reasons and based on psychological impact. For example, it may be believed that assistance in placing a mentally retarded child in an auxiliary school does not contain anything psychological and belongs to the field of medicine and special pedagogy. However, it is not. The object of help is, first of all, a parent who is acutely experiencing the mental retardation of his child or does not notice him and resists the transfer of the child to an auxiliary school. Also, to determine the degree and causes of mental retardation, psychological methods for diagnosing developmental anomalies are required.
Psychological help is not always provided by psychologists. It can also be doctors, psychiatrists, psychotherapists, neuropsychiatric specialists, teachers and social workers.
There are the following models of psychological assistance to children and adolescents with developmental disabilities:
Pedagogical model - is expressed in helping parents in raising children with developmental disabilities. The teacher-consultant, together with the child's family, analyzes the current situation and develops a program aimed at changing this situation.
· Diagnostic model - the objects of diagnosis are more often children and adolescents themselves with developmental delays, learning difficulties and behavioral deviations. The diagnostic process involves the participation of a whole group of specialists to carry out a complete medical, pedagogical or psychological diagnosis. This model is widely used in medical-psychological-pedagogical commissions, during which the issue of further education of the child is being decided.
· Social model - often practiced in family counseling. This can be the introduction of parents of children with developmental problems with each other for the purpose of communication and mutual support, or the presentation to the parents of the social services available in the city, such as parent associations, family clubs, etc.
· Medical model - involves the assistance of specialists aimed at the treatment and rehabilitation of children with developmental problems. It can also be used in case of necessary psychological adaptation of healthy family members to the characteristics of a sick child.
· Psychological model - involves the analysis of the peculiarities of the development of cognitive processes and the formation of the personality of a child or adolescent with developmental problems, as well as the development of correct methods of psychological influence, relying on the patterns of his mental development (comprehensive psychological assistance).
Psychological assistance to children and adolescents with developmental problems differs markedly from assistance to healthy children. The difference lies in both the focus and the organization and dynamics of the aid itself.
In the process of providing psychological and pedagogical assistance to children and adolescents with developmental problems, it is necessary to take into account the complex structure and specificity of this development, the combination of biological and social factors of development in their state, the nature and characteristics of the social situation of development, the presence and severity of personality changes in connection with the disease, features of relationships in the family and in society.
Psychological assistance can be considered both in the broad and narrow sense of this concept.
In a broad sense, psychological assistance is a system of psychological influences aimed at correcting deficiencies and deviations in the development of mental functions and personal properties in children.
In the narrow sense of the concept, psychological assistance is one of the few methods of psychological influence aimed at creating conditions under which there is a harmonious development of the child's personality, his social activity, adaptation, and the formation of adequate interpersonal relationships.
The originality and structure of the psyche of a child with developmental problems requires an adequate methodological approach to the process of psychological assistance.
In the theory and practice of psychological assistance, it is necessary to develop principles. They are fundamental factors.
For a child with developmental problems, the principle of a personal approach is very important. In the process of psychological assistance, not any functions or isolated individual mental phenomena (for example, a low level of intelligence, etc.) are taken into account, but the personality itself with all individual characteristics. American psychotherapist Rogers is a pioneer in client-centered therapy. He identified three main factors of this principle:
1) every person is valuable and deserves respect;
2) each person is able to bear responsibility for himself;
3) every person has the right to choose values and goals and make independent decisions.
The psychologist accepts each child and his parents as unique, autonomous individuals, he recognizes and respects their right of free choice, self-determination, the right to live their own life.
The second principle is causal. Psychological assistance to children with developmental disabilities should be directed not at the external manifestations of deviations, but at the causes of these deviations. The implementation of this principle helps to eliminate the sources of deviations in the mental development of the child. The relationship between symptoms and the causes of their occurrence, the structure of the defect determine the tasks and goals of psychological assistance.
The third principle is the principle of complexity. Psychological assistance should be considered only in the complex of clinical, psychological and pedagogical influences. The effectiveness of psychological assistance mainly depends on the consideration of clinical and pedagogical factors in the development of the child. The psychologist must have complete information about the causes and specifics of the child's illness, the upcoming treatment, the timing of hospitalization and the prospects for medical rehabilitation. Also, the psychologist should contact the medical and educational staff of the center and use the pedagogical characteristics.
The fourth principle is the principle of the activity approach. Psychological assistance should be carried out taking into account the leading type of activity of the child. If this is a preschooler, then in the context of play activities, if a student - in educational activities. Also, the psychologist should focus on the type of activity that is personally significant for the child or adolescent himself. Especially when working with children and adolescents with severe emotional disorders. The effectiveness of psychological assistance depends on the use of productive activities of the child, such as drawing, modeling, embroidery, or others.
So, psychological and pedagogical assistance can be called a type of psychological influence aimed at harmonizing the development of a person's personality, his social activity, adaptation, the formation of adequate interpersonal relations.
2. An empirical study of the activities of organizations providing psychological and pedagogical assistance to persons with disabilities
2.1 Organization of the activities of centers providing psychological - needucational assistance
In accordance with part 1, clause 12 of article 8 of the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law on Education), the powers of the state authorities of the constituent entities of the Russian Federation in the field of education can be attributed organization of the provision of psychological - pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general educational programs, their development and social adaptation. Based on this, an urgent task for the state authorities of the constituent entities of the Russian Federation in the field of education is the most effective implementation of their powers to “organize the provision of psychological, pedagogical, medical and social assistance to students who experience difficulties in mastering general educational programs, their development and social adaptation ".
In accordance with Article 42 of the Federal Law on Education, psychological, pedagogical, medical and social assistance is provided to children who have difficulties in learning, development and social adaptation, as well as to underage students who are recognized as suspects, accused or defendants in a criminal case, or who are victims or witnesses of a crime, in centers of psychological, pedagogical, medical and social assistance created by state authorities of the constituent entities of the Russian Federation, as well as psychologists, pedagogical psychologists of organizations carrying out educational activities. Organs local government have the right to establish centers for psychological, pedagogical, medical and social assistance (hereinafter referred to as the Centers).
Centers are opened at the rate of one institution for 5 thousand children living in the city (district). In some cases, an institution can be created for a smaller number of children.
There are special standards for financing the activities of the Centers. They are developed and approved by the state authorities of the constituent entities of the Russian Federation, and are drawn up in the form of a state (municipal) assignment. At the same time, a unified organizational, scientific-methodological, information-analytical support for the provision of psychological, pedagogical, medical and social assistance is being formed.
The centers operate at three levels: regional, municipal and educational ( educational activities). Between the parts of the system for providing psychological, pedagogical, medical and social assistance (in several centers), interaction is regulated by the regulatory act of the constituent entity of the Russian Federation on the organization of providing assistance to children who have difficulties in creating basic general educational programs, development and social adaptation in the educational system of the constituent entity of the Russian Federation.
The main goals of improving the activities of the Centers are now:
· Expansion of the content of activities;
· Increasing coverage of various categories of children;
· Development and implementation of innovative approaches and technologies of psychological and pedagogical support of children;
· Provision of escort conditions in accordance with the requirements of the supervisory authorities;
· Psychologization of the educational environment.
Today in Russia there are two main models of providing psychological, pedagogical, medical and social assistance to children who experience difficulties in mastering general education programs, in development and social adaptation (at the moment, such assistance is provided by educational institutions):
1. Model - decentralized
This model implies the presence in a given region of several Centers that have the status of a legal entity and include a number of structural divisions that are not independent legal entities... Structural units can perform similar functions, or they can be specialized to perform certain kinds of tasks (for example, diagnostics, counseling, prevention, etc.). Also, some of the divisions can perform similar functions, while the other part is specialized. A structural unit of one of the Centers can perform the functions of methodological support of the psychological service of educational organizations in the region. One of the structural divisions of a Center may be entrusted with the implementation of the function of a psychological, medical and pedagogical commission. In educational organizations, psychological and pedagogical support for the implementation of basic general education programs can be carried out by specialists of the same organization.
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Speech therapist Yalaudinova Yu.A.
Advisory assistance of a speech therapist teacher to parents with children with disabilities
Speech at a parent meeting
In the process of interaction with families, it is quite often revealed how little parents pay due attention to overcoming speech impairment in a child: they do not notice the shortcomings in his speech, do not attach serious importance to them, believing that everything will be corrected with age.
Ensuring a close relationship between parents and the teaching staff is the most important aspect in the correctional and educational activities of the school. Purposeful, systematically planned, integrated work of the teaching staff and the conscious interest of parents - significantly increases the effectiveness of training. The chaotic nature of educational influences on the child in the family and shifting responsibility for the child's speech success onto the speech therapist and teachers do not contribute to the establishment of a respectful position in communication between teachers and the child, form a negative or indifferent attitude towards pedagogical influences in the child.
In order to increase the level of a child's speech development, it is necessary to purposefully and systematically carry out work on the speech development of children, which should be carried out not only at school, but also in the family.
Parents themselves are often removed from the work of correcting speech defects, since they do not know necessary knowledge and skills and a sufficient amount of free time to study with the children at home. Hence the problem arises: parents need to get a certain level of knowledge and skills on the issues of speech development of children.
It's not a secret for anyone that the joint activities of parents and specialists bring more effective results in correctional work. The success of correctional education is largely determined by how clearly the continuity of the work of the speech therapist and parents is organized. We must become employees, colleagues, helpers to each other, solving common problems:
Raising parental awareness of developmental disabilities and specific educational needs child,
Ensuring family participation in the development and implementation of the SIPD,
Unity of requirements for a student in a family and in an educational organization,
Organization of a regular exchange of information about the child, the progress of the implementation of the SIPR and the results of its development,
Organization of parents' participation in extracurricular activities.
In our school, a certain system of work of a speech therapist with parents has developed, which includes:
1. speeches of a speech therapist at school-wide parenting meetings;
2. Conducting workshops and trainings aimed at teaching parents how to correct children's speech within the framework of the "Parents' lecture hall";
3. individual consultations;
4. information stands, speech corners in elementary grades;
5. Issue of memos and manuals for parents on development:
Phonemic hearing;
Articulation gymnastics at home;
Storytelling teaching to children with CHS;
On the formation of skills in sound-letter analysis;
Correction of writing and reading.
Parents also receive advice on the need to consult and receive treatment from a psychiatrist, neuropsychiatrist or neurologist.
We place useful information on the stand in front of the office. As a reference material, specific advice and recommendations for the development of speech are posted. In the lower grades, there are speech corners where the speech profile of the class is posted. Here, each parent can clearly see at what stage the automation of the delivered sound is going on, what needs to be worked on at home.
Individual consultations are carried out at the invitation of a speech therapist or at the request of parents on a specific day. At these consultations, my child and I demonstrate success in overcoming the defect, I explain what kind of help is needed from the parents at this stage.
Parents have the right to attend speech therapist classes during the entire period of study and can hear, evaluate and compare their own child's speech. The principle of openness in teaching always increases, enhances the effect of influence on speech and, in general, on the child's personality.
I invite parents to individual sessions with the child so that they can see how he is engaged, what difficulties he is experiencing, what he needs to fix at home, what else to work on.
Features of counseling parents of children with EE
Why is it necessary to consult parents? First of all, lack of control, weakness of volitional processes in children with mental retardation. Often I come across the fact that in the conditions of a speech therapy office, under the supervision of a speech therapist, a child uses the acquired skills, but he cannot transfer these skills into everyday life on his own.
A recurrent type of speech disorder is also possible, when, after long absences from classes (especially after the summer holidays), acquired skills are lost and work on eliminating and correcting speech at the beginning of each new school year begins almost from the very beginning.
To draw the attention of parents to the work of children on speech, it helps children make postcards for the holidays with the inscription: “I started working on sound. I am learning to speak. I’m already talking. I pronounce it correctly. I try to pronounce it clearly, ”and so on. On the postcards there are colorful bouquets of flowers, funny stories, fairy-tale characters, etc. in which the letters of those sounds are hidden on which the child is working. Thus, we solve two problems: on the one hand, the child independently evaluates and plans further work, and for parents this is a recommendation for action to automate the acquired speech skills.
Features of counseling parents of children with TMND
We work with children with a special anomaly of mental development, in which there are persistent peculiar disorders of communicative behavior, emotional contact of the child with the outside world - atypical autism.
Consultative work with the parents of such children is individual in nature, it is necessary to take into account the peculiarities of parents' awareness of the specifics of working with such children, to determine the need to teach parents how to properly interact with a child.
We understand that the efficiency of work will increase significantly when the mother of a child with developmental disabilities becomes an active participant in it, who will be well oriented not only in the problems of her baby, but also in the main correctional areas of curative pedagogy.
Consultative work with parents of this category of children is carried out as soon as positive results appear. A close relationship of specialists with a teacher is obligatory, who communicates with parents every day and reports the progress of the children received in the classroom and recommends which specialist should be consulted today.
The main directions of consultative work of a speech therapist to parents with "non-speaking" children is reflected in the program "Alternative communication for children with severe and multiple disabilities": it is - the establishment of eye contact, emotional contact, activation speech activity, formation and development spontaneous speech in everyday life and play, the development of speech in a learning situation, etc.
When establishing contact with an autistic child, we recommend that you follow the rules: address the child at an emotional level available to him, do not allow him to feel his inadequacy in contact, in answering questions, exclude situations requiring any prohibitions, contact the child better indirectly, using commentary speech, etc. Parents are also encouraged to keep a diary of colored behavior, visualize the schedule, and present uniform requirements.
The formation of spontaneous speech in children with TMNR is not realized either in play, in everyday life, or in other situations, therefore we advise how an adult needs to comment on his actions and the actions of a child, which will help bridge the gap between practice and speech. How to get involved in the game at the verbal level, how to carefully take the initiative in the game; how unobtrusively and strictly dosed to complicate the speech design of the game, what poems and songs during the game can stimulate speech activity.
Photos, videos of classes used in consultations and meetings are very helpful.
Such an organization of speech therapy work allows not only to successfully correct the speech impairments of children, but also ensures their successful mastery of educational activities.
When conducting consultations, it is necessary to destroy the illusion, which is very common among parents, about the possibility of a magical, “magical” solution to all problems of the development and upbringing of a child only as a result of attending correctional classes. No matter how significant positive changes in the child's speech occur in the classroom with a speech therapist, they will acquire meaning for the child only if they are transferred to a real life situation.
No positive dynamics in the course of correctional speech therapy can lead to the achievement of the planned effect if changes in the child's speech development do not find understanding, response, assessment from the parents, if significant, authoritative, beloved close adults do not see the true meaning of these changes.
An integrated approach to overcoming a speech defect involves the active participation of parents in it, who are able to consolidate all the speech skills and abilities acquired by children during classes with a speech therapist in the process of everyday life, using walks, excursions, theater visits, caring for plants. and animals, help for adults at home and in the country.
We are sure that parents need to be in close contact with specialists, know what the child is learning, and try to maintain and consolidate these skills at home - this is the main principle of the consultative work of a speech therapist and all specialists, which will allow not only to successfully correct deficiencies speech of children, but also to ensure their successful mastery of educational activities, and parents, having certain knowledge, can do a lot for their child, help him adapt in life.
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