Introduction
Conclusion
Literature
Application
Introduction
The relevance of research.The main spheres of human activity are labor and life. A healthy person adapts to the environment. For the disabled, the peculiarity of these spheres of life is that they must be adapted to the needs of the disabled. They need to be helped to adapt to the environment: so that they can freely reach the machine and perform production operations on it; could themselves, without outside help, leave the house, visit shops, pharmacies, cinemas, while overcoming both ups and downs, and transitions, and stairs, and thresholds, and many other obstacles. In order for a disabled person to be able to overcome all this, it is necessary to make his environment as accessible as possible for him, i.e. adapt the environment to the capabilities of the disabled person, so that he feels on an equal footing with healthy people at work, at home, and in public places. This is what is called social assistance to the disabled, to all those who suffer from physical and mental limitations. You can be born with a developmental disability, or you can "acquire" it, become disabled already in advanced years. No one is immune from disability. Its causes can be various adverse environmental factors and hereditary influences. The severity of a person's mental and physical health disorders can vary from mild (almost imperceptible from the outside) to severe, pronounced (for example, cerebral palsy, Down syndrome). Currently, there are more than 15 million people with developmental disabilities in Russia, which is about 11% of the country's population. More than 2 million children with handicapped(8% of the entire child population), of which about 700 thousand are children with disabilities. Deterioration of the ecological situation, high level morbidity of parents (especially mothers), a number of unresolved socio-economic, psychological, pedagogical and medical problems contribute to an increase in the number of children with disabilities and children with disabilities, making this problem particularly relevant. Persons with disabilities are people with disabilities in physical and (or) mental development, that is, deaf, hard of hearing, blind, visually impaired, with severe speech disorders, disorders of the musculoskeletal system, and others, including children with disabilities. HIA-limited health opportunities. Organization socially - pedagogical activity in conditions of developmental disorders, it acquires a specific corrective-compensatory character and is a powerful adaptive factor. An important aspect of socio-pedagogical activity is social rehabilitation, the process of restoring the basic social functions of the individual. The variety of functions of the activity of a social pedagogue determines the variety of its means. Interest in the problem of social protection of children with disabilities, their social problems, as well as the difficulties faced by the family raising such a child, is constantly growing, as evidenced by the increase in the number of studies, monographs, books, articles devoted to these topical issues in all over the world. In the system of the Ministry of Health and Social Development of the Russian Federation, there are special institutions for children and adults with disabilities, in which children and adolescents develop programs for the development of cognitive abilities, self-service skills, everyday orientation, the formation of elements of moral and the foundations of aesthetic education: at home - boarding schools for children with severe mental retardation; orphanages for children with severe physical disabilities; special vocational schools; nursing homes for the elderly and disabled; psycho-neurological boarding schools. One of the most disturbing trends of the late 20th century has been the steadily increasing number of people with health problems, including those with disabilities. Depending on the disease or the nature of developmental deviations, various categories of such children are distinguished: blind and visually impaired, deaf and hearing impaired, mentally retarded, with speech disorders, musculoskeletal disorders, and a number of others. objectof this final qualifying work are persons with disabilities. The subject of this qualification work is the methods of working with this category of persons. Objective implementation methods and practical solution disability problems. Tasks: theoretical and methodological foundations and technologies for organizing psychological and pedagogical support for persons with disabilities in the system of special education; features and opportunities for training, education and development of people with disabilities from the standpoint of a systematic approach Hypothesis:An important aspect in the education system of persons with disabilities is the process of successful socialization, meeting needs, training, career guidance - the family. The methodological basis of the study was the works of: Akatova L.I. Social rehabilitation of children with disabilities. Psychological foundations M., 2003, Sorokina V.M., Kokorenko V.L. Workshop on special psychology / ed. L.M. Shipitsionoy-SPB., 2003, Nesterova G.F. psychological and social work with disabled people: rehabilitation in Down syndrome. Socio-pedagogical assistance to persons with disabilities
Currently, 4.5% of Russian children are classified as persons with disabilities. According to the international nomenclature of disabilities, disability and social insufficiency, disability can be considered any limitation or inability to carry out activities in a way or within the limits that are considered normal for a person of a given age. Disability is understood as social insufficiency that occurs as a result of health disorders, accompanied by a persistent disorder of body functions and leading to a limitation of life and the need for social protection. The status of a disabled child in our country was first introduced in 1973. The category of children with disabilities included children with significant limitations in life, leading to social maladjustment due to impaired development and growth, the ability to self-service, movement, orientation, control of their behavior, learning, work in the future. Disabled people constitute a special category of citizens for whom additional measures of social protection are provided. According to Social assistance (as defined by L.I. Aksenova) is a system of humanitarian services (law enforcement, health, educational, psychotherapeutic, rehabilitation, consulting, charitable) to representatives of the economically disadvantaged, socially weak, psychologically vulnerable strata and groups of the population in order to improve their ability to to social functioning. Social assistance is provided by social service institutions. b Social services - the activities of social services for social support, the provision of social, social, medical, psychological and pedagogical. Social and legal services and financial assistance, holding social adaptation and rehabilitation of citizens in difficult life situations. Socio-pedagogical activity (according to the definition of V.A. Nikitin) consists in providing educational and educational means of directed socialization of the individual, in transferring to the individual (and mastering it) the social experience of mankind, gaining or restoring social orientation social functioning. The socio-pedagogical activities include the following processes: education, training and education; internalization (transformation of the structure of objective activity into the structure of the internal plane of consciousness); exteriorization (the process of transition from internal mental activity to external, objective) socio-cultural programs and social heritage. The organization of socio-pedagogical activity in conditions of developmental disorders acquires a specific corrective-compensatory character and is a powerful adaptive factor. An important aspect of socio-pedagogical activity is social rehabilitation - the process of restoring the basic social functions of the individual. Social integration (according to the definition of L.I. Aksenova) is the full, equal inclusion of the individual in all the necessary spheres of social life, a worthy social status, the achievement of the possibility of a full-fledged independent life and self-realization in society. Social integration is an indicator of the effectiveness of the organization of socio-pedagogical activities in the field of social institutions of a correctional and compensatory orientation. Basic position modern system social pedagogical assistance- the priority of the individual and the family. Federal Law "On the Social Protection of the Disabled in the Russian Federation" (November 24, 1995 No. 181-FZ), social protection of the disabled can be defined as a system of state-guaranteed economic, social and legal measures that provide these people with the conditions to overcome, replace (compensate) restrictions on life activities and aimed at creating equal opportunities for them to participate in the life of society with other citizens. As you know, in accordance with the 1993 Constitution No. Russian Federation democratic social state, ensuring equality of rights and freedoms of a citizen, that is, combating discrimination based on health status. In this way, social politics Russian state should be based on the full social protection of children with disabilities, passing to varying degrees under his care. Charitable organizations, including the Red Cross Society - material, in-kind assistance, organization of communication; trade organizations - supply of food, children's goods, furniture, appliances, books, etc. The enterprise of working parents provides material support, improves housing if possible, organizes part-time work, part-time working week working mothers, home work, layoff protection, leave benefits. Depending on the degree of disorder of body functions and limitation of life activity, persons recognized as disabled are assigned a disability group, and persons under 18 years of age are assigned the category "disabled child". The structure of social and pedagogical assistance in Russia: public sector - institutions, enterprises, services, federal ministries and departments: Ministry of Health and Social Development, Ministry of Education and Science. Ministry of Culture and Mass Communications etc.; municipal sector - institutions, enterprises, services created by public charitable, religious and other non-governmental organizations. Social teacher provides assistance to children with intellectual, pedagogical, psychological, social deviations from the norm that have arisen as a result of a lack of a full-fledged social education, as well as children with physical, mental or intellectual developmental disabilities. L.I. Aksenova identifies the following innovative areas of the strategy of socio-pedagogical assistance: formation of the state-public system of social and pedagogical assistance; improvement of the process of social education (in the conditions of special educational institutions based on the introduction of variability and different levels of education, continuation educational process outside the special school and beyond school age); the creation of fundamentally new (interdepartmental) forms of institutions for the provision of social and pedagogical assistance; organization of services for early diagnosis and early assistance in order to prevent developmental disorders and reduce the degree of disability; the emergence of pilot models of integrated learning; reorientation of the systemic organization of the management of the educational process on the basis of the formation of subjective relations of all its participants: child - specialists - family. Rehabilitation of the disabled is defined as a system of medical, psychological, pedagogical and socio-economic measures aimed at eliminating or, possibly, more fully compensating for limitations in life activity caused by a health disorder with a persistent disorder of body functions. Her goal is to restore social status disabled person, his achievement of material independence and his social adaptation. Rehabilitation includes: medical rehabilitation (rehabilitation therapy, reconstructive surgery, prosthetics and orthotics); vocational rehabilitation (professional orientation, professional education, vocational adaptation and employment); social rehabilitation (socio-environmental orientation and social adaptation). In cases when it comes to children with congenital or early acquired health disorders, the concept of rehabilitation is used. Habilitation is a system of measures aimed at the formation effective ways social adaptation within the limits possible for a given individual. Habilitation involves the creation, formation of opportunities and connections that ensure the integration into society of people who have practically no experience of normal functioning, and allows you to form the socio-functional potential of the individual on the basis of diagnosis and further development of his mental and social capabilities. With the establishment Soviet power The state becomes the main and determining subject in the development of state policy and the provision of social assistance to those in need. In 1918, all charitable institutions and societies were closed, all systems of charity were broken, including the complete liquidation of the institution of monastic and parish charity as ideologically incompatible with the monopoly of militant atheism and the dictatorship of the proletariat. The new state policy, first of all, was aimed at providing the disabled with material support in the form of pensions and various benefits, first for crippled soldiers, and later for all types of disability, with the onset of disability. The size and types of material benefits in different historical periods of Soviet power corresponded to the real economic possibilities of the state. Many types of social support for needy people who found themselves in a difficult situation, which arose on the basis of charity and patronage, were lost. First forms public services for the care of the infirm in Russia appeared only during the reign of Ivan the Terrible (1551). From 1861 to 1899 there was a sharp rise in the charitable movement. During this period, private and estate charitable societies arose, funds intended for the needs of public charity were created. Each estate on the rights of self-government took care of rendering assistance to its disabled citizens. In the 1930s Funds for public mutual assistance of collective farmers began to be created. The functions of providing various assistance to persons who have lost their ability to work were assigned to the cash desks. In 1932, these funds employed only in the RSFSR in various jobs on collective farms, as well as in the workshops organized by them 40 thousand disabled people. During this period, a network of homes for the elderly and disabled, neuropsychiatric boarding schools began to be created, a system of specialized educational institutions for people with disabilities, the number of training and production workshops and production workshops and production enterprises of social security agencies, mutual aid societies for the blind and deaf grew. The prosthetic industry was born. At present, the attitude towards the disabled continues to be ambiguous. With all the compassion and desire of society to help people with physical defects, they are perceived as psychologically incapable of adapting to the environment, sexless, weak-minded, in need of protection and shelter. People usually see a wheelchair, a white cane, or headphones, not the person. They are more likely to show pity or rejection towards people with disabilities rather than perceive them as equals. disability limited health education Support and its functions for people with disabilities
The activities of the MU Center for Social Assistance to Families and Children, according to the charter of the institution, are aimed at social services for citizens, the realization of the rights of families and children to protection and assistance from the state, and the promotion of family stability as social institution, to improve the socio-economic conditions of life of citizens, indicators of social health and well-being of the family and children, the humanization of family ties with society and the state, the establishment of harmonious internal family relations, in connection with which the Center carries out: monitoring the social and demographic situation, the level of socio-economic well-being of the family and children; identification and differentiated accounting of families and children who find themselves in a difficult life situation and need social support; determination and periodic provision (permanently, temporarily, on a one-time basis) of specific types and forms of socio-economic, socio-medical, socio-psychological, socio-pedagogical and other social services; social patronage of families and children in need of social assistance, rehabilitation and support; social rehabilitation of children with mental and physical disabilities; participation in the involvement of state, municipal, non-governmental bodies, organizations and institutions (health, education, migration service, etc.), as well as public and religious organizations and associations (veterans, disabled people, committees. Red Cross societies, associations of large families, incomplete families etc.) to address issues of providing social assistance to citizens and coordinating their activities in this direction; approbation and introduction into practice of new forms and methods of social services, depending on the nature and need of the family and children in social support and local socio-economic conditions; carrying out activities to improve professional level employees of the Center, increasing the volume of social services provided, and improving their quality. The activities of the Center can be adjusted depending on the socio-demographic and economic situation in the region, national traditions, the need of the population for specific types of social support and other factors. The Center for Social Assistance to Families and Children arose on the basis of the rehabilitation department for children with limited mental and physical abilities "Rainbow", which was opened on March 06, 2002. On January 14, 2008, the Department was reorganized into the Center for Social Assistance to Families and Children. On the basis of the Center, the work of 2 departments is organized: the department for the rehabilitation of minors with limited physical and mental capabilities and the department for psychological and pedagogical assistance to families and children. Department of Rehabilitation of Minors with Physical and Mental Disabilities The department of rehabilitation of minors with limited physical and mental capabilities is created to provide social services to minors with disabilities in physical and mental development during the day, as well as to teach parents the features of their upbringing and methods of rehabilitation. Minors of school age attend the department of rehabilitation of minors with limited physical and mental abilities in their free time during the period necessary for rehabilitation in accordance with individual rehabilitation programs. Services provided by the department: Socio-pedagogical providing the possibility of early diagnosis of deviations in development; provision of differentiated psychological and correctional assistance to children and adolescents with disabilities; psychological and pedagogical examinations of children, analysis of their behavior; examination of the intellectual and emotional development of children, the study of their inclinations and abilities, determining readiness for school; socio-pedagogical counseling for families raising children and adolescents with disabilities; assistance in creating conditions for good rest, active sports, familiarization with the achievements of culture, identification and development of individual abilities of children with disabilities, creative rehabilitation (creative self-expression). Socio-medical: health education work with families; training relatives of the child in practical skills of general child care; assistance in sending children and adolescents with disabilities to specialized health care institutions to receive narrow specialized medical care; organization of training of parents in knowledge, skills and abilities for carrying out rehabilitation activities at home; Social and social and economic: assistance to parents in teaching children self-service skills, behavior at home, in public places, self-control and other forms of life; assistance to parents in the establishment of life; rental of rehabilitation equipment; assistance in obtaining financial and humanitarian assistance to low-income families raising children and adolescents with disabilities; the formation in children of learning skills, general life skills and abilities, preparation for independent living; labor education, occupational therapy and organization to vocational training. Socio-legal: advising on social and legal issues of children and adolescents, their parents (or persons replacing them); providing assistance in obtaining and obtaining the rights, benefits and guarantees provided for by law to persons caring for children and adolescents with disabilities. The staffing of the department for 2010: in total - 6.75 staff units: department head; social work specialist; social teacher; social worker - 3 (of which 2 are accompanying children with a complex structure of the disorder). psychologist; defectologist; massage nurse. The day stay group is designed for 15 children from 5 to 18 years old, who do not attend preschool institutions for health reasons, and school-age children who study according to individual programs. Department of Psychological and Pedagogical Assistance to Families and Children The activities of the department of psychological and pedagogical assistance to families and children are carried out in order to increase psychological stability and the formation of the psychological culture of the population, primarily in the areas of interpersonal, family, parental communication. Specialists carry out patronage of families with unfavorable psychological and socio-pedagogical conditions, assist in the socio-psychological adaptation of citizens to changing socio-economic conditions, prevent emotional and psychological crisis, assist citizens in overcoming conflict situations in family. Specialists work in families with children, study problem situations, determine the causes of conflicts and provide assistance in their elimination, advise on education and training children, contribute to vocational guidance, obtaining a specialty and employment of minors. Young mothers receive psychological and pedagogical assistance, skills in the upbringing and development of children. The social worker organizes leisure activities for children and adolescents and assists in obtaining legal, psychological, pedagogical, medical, material, as well as food and clothing assistance. Psychologists conduct various diagnostics to determine the best option for psychological and pedagogical assistance, analyze behavior, and engage in correction to achieve results. Thus, the analysis of the charter and other documents allowed us to conclude that the main focus of the Center's work is to provide pedagogical assistance to children and adolescents with disabilities in the district and city and their families, in qualified psychological, social and socio-pedagogical assistance, providing them the most complete and timely adaptation to life. In order to carry out comprehensive medical, social and professional rehabilitation of persons with disabilities living in stationary social service institutions, in their structure, by decision of the authorized executive body of the city of Moscow in the field of social protection of the population, structural divisions and (or) special classes (groups) are created. ) that implement educational programs appropriate level, and labor training workshops in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow. A stationary social service institution corrects the health limitations of the persons living in it, provides consultative, diagnostic and methodological assistance to their parents (legal representatives) on medical, social, legal and other issues, develops individually differentiated training programs implemented by them independently or with the involvement of state educational institutions implementing educational programs of the appropriate level. An approximate form of an agreement on the organization of training in a stationary social service institution is approved by the authorized executive body of the city of Moscow in the field of education. Taking into account the needs of persons with disabilities, permanent, five-day and daytime forms of stay are organized in stationary social service institutions. Institutions serving children with disabilities. Disabled children are served by institutions of three departments. Children under 4 years of age with a lesion of the musculoskeletal system and a decrease in mental development are in specialized orphanages of the Ministry of Health of the Russian Federation, where they receive care and treatment. Children with not pronounced anomalies of physical and mental development study in specialized boarding schools of the Ministry of General and Vocational Education of the Russian Federation. Children aged 4 to 18 with over with deep psychosomatic disorders live in boarding schools of the system of social protection of the population. There are 30,000 children with severe mental and physical disabilities in 158 orphanages, half of them are orphans. The selection to these institutions is carried out by medical and pedagogical commissions (psychiatrists, defectologists, speech therapists, representatives of the social protection of the population), examining the child and establishing the degree of the disease, then filling out the documentation. As of January 1, 2004, there were 70,607 children in 150 orphanages; they were taught self-service skills and work from the age of 12 according to specially designed programs. Mastering some professional skills (seamstress, carpenter, cleaning nurse, janitor, loader, etc.), they received pediatric, neurological, and psychiatric care. Children who cannot serve themselves, are in specialized boarding schools of the system of social protection of the population, need care. There are only 6 such institutions in Russia, where in 2010 there were 876 children from 6 to 18 years old. Medical rehabilitation leaves much to be desired. In rehabilitation institutions, children study according to the program secondary school. In accordance with the federal target program "Children with Disabilities", the presidential program "Children of Russia", territorial rehabilitation centers for children and adolescents with disabilities and territorial centers of social protection for families and children are being created. In 1997, there were 150 specialized centers in the system of social protection organizations, where there were 30 thousand children with severe mental and physical disabilities and 95 departments for the rehabilitation of children and adolescents with disabilities. 34.7% of these institutions are engaged in the rehabilitation of children with cerebral palsy; 21.5% - with mental and mental development; 20% - with somatic pathology; 9.6% - with visual impairment; 14.1% - with hearing impairment. Federal target program"Children with Disabilities", which is part of the presidential program "Children of Russia", provides a comprehensive solution to the problems of children with developmental disabilities. It has the following tasks: prevention of childhood disability (providing relevant literature, diagnostic tools); newborn screening test for phenylketonuria, congenital hypothyroidism, audiological screening, improvement of rehabilitation (development of rehabilitation centers); providing children with technical means for household self-service; strengthening personnel with systematic advanced training, strengthening the material and technical base (construction of boarding houses, rehabilitation centers, providing them with equipment, transport), creation of cultural and sports bases. Forms and types of assistance to persons with disabilities
State educational institutions for children in need of psychological, pedagogical and medical and social assistance, special (correctional) educational institutions and preschool educational institutions that correct health disabilities provide persons with disabilities and their parents (legal representatives) with a comprehensive psychological pedagogical and medical and social assistance aimed at: ) identification, psychological, medical and pedagogical diagnostics and correction of health limitations; ) development of individual training programs and organization of individual and (or) group lessons aimed at developing self-service skills, communication, elementary labor skills for people with complex and (or) severe disabilities; ) implementation of psychological and pedagogical support for persons with disabilities and their parents (legal representatives); ) consultative, diagnostic and methodological assistance to parents (legal representatives) of persons with disabilities on medical, social, legal and other issues; ) informational and methodological support for pedagogical and other employees of educational institutions in which persons with disabilities study; ) implementation of a comprehensive system of measures for social adaptation and vocational guidance of persons with disabilities. In 1997, regional programs were operating in 70 regions of the Russian Federation. In a number of regions, quota jobs were created for women raising disabled children (Astrakhan, Kursk); in Moscow, jobs were created for disabled teenagers (vocational education in 13 specialties), etc. AT recent times the level of the material and technical base of orphanages has decreased due to lack of funding, the construction of new orphanages has been suspended. The experience of the Pskov Medical and Pedagogical Center for Children and Adolescents with Severe and Multiple Disabilities, operating as a day (incoming) school, shows that if teaching is understood only as mastering the skills of writing, reading, counting, rethink and consider learning as a process of developing vital abilities in children with profound and multiple disabilities, they can be taught: make contact and maintain it with others; navigate in space and learn the world; participate in creative activities. The atmosphere of home comfort and the presence of relatives (most of the teachers of this school are the parents of these children) contribute to the motivation of the active work of students. Analyzing current situation in Russia in the field of social and pedagogical assistance to persons with disabilities, it is possible to identify innovative areas in its strategy: formation of a state-public system of social and pedagogical assistance (creation of educational institutions, social services of the state and public sectors); improving the process of social education in the conditions of special educational institutions based on the introduction of variability and different levels of education, the continuation of the educational process outside the special school and beyond school age, depending on the characteristics of the psychophysical development and individual capabilities of the child; the creation of fundamentally new (interdepartmental) forms of institutions for the provision of social and pedagogical assistance (permanent psychological, medical and social consultations, rehabilitation and medical, psychological and social centers, etc.); organization of services for early diagnosis and early assistance in order to prevent developmental disorders and reduce the degree of disability; the emergence of experimental models of integrated learning (the inclusion of one child or a group of children with disabilities in the environment healthy peers) reorientation of the system organization of the management of the educational process on the basis of the formation of subject-subject relations of all its participants (child-professional-family). Conclusion
AT last years the number of disabled people increased by 15%. Basically, these are neuropsychiatric diseases. The reasons are the environmental situation, injuries, diseases or conditions of the mother during pregnancy. At first glance, a child with disabilities should be the center of attention of his family. In reality, this may not happen due to the specific circumstances of each family and certain factors: poverty, deterioration in the health of other family members, marital conflicts, etc. In this case, parents may not adequately perceive the wishes or instructions of specialists. Sometimes parents see rehabilitation services primarily as an opportunity to take a breather for themselves: they are relieved when the child begins attending school or rehabilitation facilities, because at that moment they can finally relax or do their own thing. With all this, it is important to remember that most parents want to be involved in the development of their child. Parents should be in close contact with the social worker and all professionals involved in the process of social rehabilitation of children with disabilities. All methods and technologies of social rehabilitation contribute to choosing one line of social rehabilitation together with parents. The experience gained by the department's specialists in working with such families testifies to the low legal, medical, psychological and pedagogical literacy of parents and the need for systematic, systematic work with parents and children. Social work with the family should be informal and versatile, it will help children with disabilities in social rehabilitation. Thus, there is a joint training of children and parents in the skills and habits of an independent life. Literature
1. Akatov L.I. Social rehabilitation of children with disabilities. Psychological foundations _M., 2003. Social protection of the population: experience of organizational and administrative work / edited by V.S. Kukushkina_M., n / a, 2004. Sorokin V.M., Kokorenko V.L. Workshop on special psychology / edited by L.M. Shipitsina-SPB., 2003. Nesterova G.F., Bezuh S.M., Volkova A.N. Psychological and social work with disabled people: habilitation for Down syndrome. T.V. Zozulya. Comprehensive rehabilitation of the disabled. Borovaya L.P. Socio-psychological assistance to families with seriously ill children / L.P. Borovaya // Socio-pedagogical work. - 1998. - No. 6. - P.57 - 64. Mahler A.R. Child with disabilities. Book for parents / A.R. Mahler. - M.: Delo, 1996. - 328 p. Smirnova E.R. Tolerance as a principle of attitude towards children with disabilities / E.R. Smirnova // Bulletin of psychosocial and correctional and rehabilitation work. - 1997. - No. 2. - P.51-56. Education and medical and social rehabilitation of children with disabilities. Dementieva N.F. Starovoitova L.I. Social work. On the situation of children in the Russian Federation: State report - Kaluga 1997. P 45-488. On the measures of state social support provided by the current legislation for people with disabilities. Information guide. - Petrozavodsk, 2008. - 274 p. Federal Law of July 17, 1999 No. No. 178 - Federal Law "On State Social Assistance" (as amended federal law dated August 22, 2004 No. 122 - FZ). Development / Under. ed. M.V. Belgesova.A.M. Tsarev. Pskov, 2008. - 295 p. Vasilkova Yu.V. Vasilkova T.A. social pedagogy Eidemiller E.G., Yustiky V.V. Psychology and psychotherapy of the family / E.G. Eidemiller, V.V. Justic. - St. Petersburg: Peter, 2002. 15.http:www.gov. karelia.ru/gov/info/2009/eco_social09.html . #"justify">. #"center"> Application
Dear parents! MU Center for Social Assistance to Families and Children, Juvenile Rehabilitation Department asks you to answer questions and fill out a questionnaire. The questionnaire is anonymous. Your opinion about the work of our department is very important to us. 1. How long does your child visit the department? less than 6 months; from 6 months and up to a year; from 1 year to 2 years; more than 2 years. How do you think your child feels about the department? positively; find it difficult to answer; indifferent; __________________________________________ How far, according to the scale of your city (district), do you have to get to the department with your child? the branch is very close, near or almost to the house; the department is relatively close; the branch is far away; branch is very far away. Are you satisfied with the way the institution organizes the work of specialists with your child? suits completely; suits partially; not satisfied at all. Are you familiar with your child's rehabilitation plan? Do you attend your child's classes? _________________________________________ Do you participate, together with specialists, in adjusting measures for the rehabilitation of your child? It's not important for me. How do you rate the success of rehabilitation measures for your child? I see real shifts for the better; no results; It's not important for me. To what extent is the department devoted to working with parents? work with parents is carried out sporadically; There is no work with parents at all. How would you rate your own awareness of the work of the department? I know everything about the department; only from the information posted on the stands of the department; I know nothing; _____________________________________________ What do you think needs to be changed to improve the efficiency of the department? improve the material base of the institution; improve the qualifications of specialists; introduce new forms, methods of work; improve the quality of social rehabilitation of children; pay more attention to working with parents; other __________________________________________________ Thank you for your participation! Maria Chikina Among the many problems concerning children with disabilities, the problem of working with families of such children occupies the main place. All families raising a child with disabilities need both psychological support aimed at increasing the self-esteem of parents, optimizing psychological climate in the family, as well as in pedagogical help which is associated with mastering the necessary knowledge and skills for raising a child. AT psychological-pedagogical research conducted by V. A. Vishnevsky, B. A. Voskresensky, R. F. Mairamyan, I. A. Skvortsov, L. M. Shipitsina and others, is described psychotraumatic the impact of a child with developmental disabilities on family relationships and the emergence in connection with this psychopathological mothers' disorders. So, psychological study interpersonal relationships in families raising a child with disabilities, conducted by L. M. Shipitsina, showed that the majority families unable to independently cope with the problems associated with the appearance of a disabled child in the family. In most of them there is conflict, anxiety, emotionally ambiguously colored family relationships, alienation, loneliness in the family (see diagram). In such a situation, the family has the right to count not only on material support from the state, but also on help in organizing, establishing social, household, educational and psychological spheres of her life. The problem of an integrated approach to the issue of social psychological adaptation of families educating children with developmental disabilities, the studies of T. A. Dobrovolskaya, I. Yu. Levchenko, M. M. Semago, V. V. Tkachenko, O. V. Solodyankina, E. R. Baenskaya and others are devoted to Today there is a lack of works that would describe the knowledge and experience accumulated in this area. Comprehensive psychological- pedagogical support families- a relatively new field of activity specialists. A family, having a disabled child, throughout life experiences a series of critical states due to subjective and objective reasons. It is an alternation of ups and even deeper downs. Families with the best psychological and social support overcome these conditions more easily. In addition to the fact that the parents of such a child experience difficulties characteristic of all categories families, they also have their own specific problems that cause a chain reaction adverse changes in the family, affecting all major areas family life. A. Thornbal identifies the following periods associated with stress at the stages and transitions of the life cycle families, having disabled children: 1. the birth of a child: obtaining an accurate diagnosis, emotional addiction, informing other family members; 2. school age: the formation of a personal point of view on the form of education of the child (inclusive or education in special institutions, resolving issues related to the child's admission to school, extracurricular activities of the child, experiencing the reactions of peers; 3. adolescence: getting used to the chronic nature of the child's illness, the emergence of problems associated with sexuality, isolation from peers, planning the general employment of the child; 4. period "release": recognition and habituation to ongoing family responsibility, making a decision on a suitable place of residence for an adult child, experiencing a lack of opportunities for the socialization of the family; 5. post parent period: rebuilding relationships between spouses (if the child started independent life)
and interaction with specialists where the child lives. Let us describe the main functions that it performs in this case. specialist: 1. information function: specialist offers the family or its individual members a didactic presentation of information, the possession of which would eliminate the insufficient psychological-pedagogical and social competence; 2. supporting function: specialist provides psychological support, which is absent or has taken distorted forms in real family relationships; 3. intermediary function: specialist in the role of an intermediary, it helps to restore the broken ties of the family with the world and its members among themselves; 4. the function of developing the family as a small groups: specialist helps family members to develop basic social skills such as caring for others, understanding the needs of others, providing support and resolving conflicts, expressing their feelings and noticing the feelings of others. Specialist also contributes to the search for family resources that allow each of its members to recognize and use opportunities for self-development; 5. parent education function and children: specialist reveals to parents all the versatility of correctional psychological- the pedagogical process of working with a child, introduces the principles of building such forms of interaction with a child in which he feels confident and comfortable. Wherein specialist can help develop communication skills, self-regulation techniques and self-help. In accordance with the above functions, the following types can be distinguished psychological and pedagogical assistance to the family raising a child with a disability health: 1. informing: specialist can provide the family or its individual members with information about the patterns and characteristics of the child's development, about its capabilities and resources, about the essence of the disorder itself that their child suffers from, about the issues of raising and educating such a child, etc.; 2. individual counseling: practical help for parents of children with disabilities, the essence of which is to find solutions to problem situations psychological, educational and pedagogical, medical and social nature. Considering counseling as a help parents in establishing constructive relations with their child, as well as the process of informing parents about the legal aspects of the future of the family, pulling them out of "information vacuum", predicting the possibilities of development and learning of the child, several models can be distinguished counseling, the most adequate of which is the tripartite model, which provides for the situation when, during parent counseling consultant must assess and take into account the nature of the problems and the level of actual development of the child himself; 3. family counseling(psychotherapy)
: specialist provides support in overcoming emotional disturbances in the family caused by the appearance of a special child. The course uses methods such as psychodrama, gestalt therapy, transactional analysis. These methods contribute to the formation psychological and physical health, adaptation in society, self-acceptance, effective life; 4. individual sessions with a child in the presence parent: effective methods of educational and pedagogical influence on the course are selected mental the development of the child himself and effective ways of teaching parents correctional and developmental technologies; Practice shows that psychological and pedagogical assistance turns out to be more productive when a team works with the family specialists aimed at a common result. In this case, for each particular family, its own individual comprehensive program rehabilitation, which combines elements psychological correction, pedagogical influence, defectology, social work. Working in a team avoids a number of problems associated with the specifics of working with the family system eg tendencies to join and form a coalition with one of the family members. Algorithm psychological-pedagogical work with a family raising a child with disabilities can be presented in the form of the following stages: 1. family research: the study of the features of the functioning of the family, the identification of its hidden resources, the collection of information about its social environment, the study of the needs of parents and the child; 2. making contact: work to overcome reactions psychological defenses, motivation for cooperation; 3. evaluation of the ways of rendering psychological and pedagogical assistance; 4. choice of areas of work depending on the results of diagnostics; 5. work specialists in providing psychological and pedagogical assistance to families aimed at activating the social position of parents, restoring and expanding social ties, searching for opportunities for family members to rely on their own resources; 6. analysis of the effectiveness of the results achieved. Activity specialists carried out within the framework of this algorithm can be considered as one of the areas of work on the social adaptation of the family in the context of the main aspects of life, features family functioning at different age stages, which makes it possible specialist move more freely in the problematic field of the family and choose the most appropriate strategies for each stage of work psychological and pedagogical assistance and correction. The consistent implementation of these stages, coupled with subordination to the principles, can become organizational a form of implementation of qualitative changes that would lead to an improvement in the quality of life of a family raising a child with disabilities. Bibliography: 1. Ayvazyan E. B., Pavlova A. V., Odinokova G. Yu. Problems of a special family // Education and training children with developmental disabilities. 2008. No. 2. 2. Baenskaya E. R. Help in raising children with special emotional development: 2nd ed. M., 2009. 3. Burmistrova E. V. Family with "special child": psychological and social assistance// Herald of practical psychology education. 2008. №4 (17)
. 4. Dmitrieva L. M. Activity of the center psychological- medical and social support to ensure specialized care for children, brought up at home // Defectology. 2008. No. 2. 5. Korobeinikov I. A. Developmental disorders and social adaptation. M., 2002. 6. Kosova S. A., Modestov A. A., Namazova L. S. Rehabilitation activity families as a criterion for the effectiveness of medical and social help disabled children // Pediatrician. Pharmacology. 2007. No. 6. 7. Mastyukova E. M., Moskovkina A. G. Family parenting with developmental disabilities. M., 2003. 8. Mishina G. A. Forms organizations correctional and pedagogical work specialist- a defectologist with a family raising a young child with disabilities psychophysical development // Defectology. 2001. No. 1. 9. Potashova I. I., Khudenko E. D., Kalyanov I. V., Ludanova Yu. N., Lyubimova M. N. Modern technologies rendering advice to parents raising a child disabled person: Method. allowance. M., 2008. 10. Seligman M., Darling R. Ordinary families, special children: Translated from English: 2nd ed. M., 2009. 11. Tkacheva V.V. Psychological characteristics of parents having children with cerebral palsy // Special psychology. 2009. №1(19)
. 12. Shipitsyna L. M. "Ineducable" child in the family and society. St. Petersburg, 2002. Republic of Mari El, Yoshkar-Ola RSU Republican Center for Social and Psychological Assistance to the Population “All real life is a meeting. Human life and humanity begins to exist in this meeting, because the growth of the inner essence does not occur in relation to a person to himself, but in a relation between one person and another, between people. Martin Buber. Features of psychological counseling of disabled people are determined by various objective and subjective factors: The heterogeneity of the group of disabled people, since it includes: a) Disabled people whose disability is due to cerebral palsy (ICP); b) visually impaired (blind and visually impaired); c) Disabled people whose disability is due to significant hearing impairment (deaf and hard of hearing); d) Disabled people who have become disabled as a result of various injuries that left them without an arm or leg, immobilized due to spinal injuries, etc. Each of the groups of disabled people has specific, psychological, cognitive, emotional, volitional processes, features of personal development, interpersonal relationships and communication. Thus, strict individual and personally oriented approaches should be implemented in counseling. The predominance of individual psychological counseling over group. Before consulting a disabled client, it is necessary to examine or get acquainted with the results of psychodiagnostics and medical diagnostics available in the personal file. Individual psychological counseling of people with disabilities should be based on knowledge gender and age characteristics. The following types of counseling are structurally included in individual counseling for people with disabilities: First, medical and psychological; Secondly, psychological and pedagogical. Thirdly, socio-psychological counseling, which helps a disabled person to be included both in small groups and be accepted into a wider social environment; Fourthly, individual professional counseling based on the characteristics of career guidance work carried out with people with disabilities. Psychological counseling for people with disabilities, based on a humanistic approach, involves the following: Subjective attitude to the consulted person; As a subject of his own life, a disabled person has motives and incentives for the development of his unique inner world, his activity is aimed at adaptation and self-realization, he, as a rule, is able to take responsibility for his life in conditions of limited opportunities; A necessary condition for counseling disabled people is the desire to consult - to receive assistance in resolving issues (difficulties) caused by psychological reasons, as well as the willingness to accept responsibility for changing their life situation; The boundaries of responsibility of disabled people vary from high activity and independence, when the client is really the master of his own life and seeks to find a way out of difficult situations himself, to high infantilism and dependence on others, then the main “order” for a consultation suggests: “Decide for me. Tell me how to..." And since infantilism is a common feature of people with disabilities, in the course of counseling, it is necessary to take special actions to encourage (actualize) one's own activity and responsibility of the counselee: a positive attitude, strengthening faith in his strength and capabilities, "permission" for trial and error (the one who is not mistaken does not live), a clear distribution of roles during a consultation between a psychologist and a client - "you are the owner ... and I am your assistant, only you know how to build your life ..." In individual psychological counseling of disabled people, as in no other, it is necessary to use various areas of psychological and pedagogical, as well as medical, psychological and socio-psychological correction. So, body-oriented psychotherapy can be very effective in working with people with disabilities with cerebral palsy (In the practice of body-oriented psychotherapy, various methods are used. This can be massage or various kinds of exercises. Their peculiarity lies in the fact that any of them is aimed not only at relaxation of clamps, and to a greater extent on awareness of the body and emotional otregirovanie.This is what leads to a cure.The fact of the need for alternating bodily and analytical work also remains indisputable.Since the bodywork done will have a situational character, if not accompanied by awareness and psychological changes associated with him.). (W. Reich, E. Lowen), logotherapy (In this direction, the meaning of human existence is considered and the search for this meaning is carried out. According to Frankl's views, a person's desire to search for and realize the meaning of life is an innate motivational tendency inherent in all people, and the main driver of behavior and Frankl considered “the desire for meaning” to be the opposite of “the desire for pleasure”: “A person does not need a state of balance, peace, but a struggle for some goal worthy of him.”) V. Frankl (due to the special acuteness of adolescents their problems); music therapy and fairy tale therapy. To prevent emotional and volitional disorders in clients with cerebral palsy, as a psychoprophylaxis, you can use such corrective methods and techniques as solving psychological problems, writing fairy tales, the incident method (accident, incident, collision, usually of an unpleasant nature. This method differs from the previous one in that what its purpose is to search for information for making a decision by the trainee himself and teaching him to search for the necessary information: its collection, systematization and analysis. Trained instead detailed description situations receive only short message about an incident that occurred in an organization.), psycho-gymnastics, psycho-technical exercises for training individual emotions and much more. In psychological counseling of the hearing impaired and the deaf, psycho-drawing techniques, fairy tale therapy, elements of body-oriented therapy, psycho-gymnastics, and art therapy through visual activity are used. If there are certain specifics of counseling for people with disabilities from different subgroups, there are also common problems age, resolved with the help of a consultant: difficulties in friendly communication, conflicts with teachers and parents (if the latter do not take into account the emergence of a sense of adulthood, the desire for independence); development of early alcoholism, drug use, etc. B. Bratus, who devoted a number of studies to the problem of early alcoholism, notes that great importance has psychological counseling on these problems, relying on the reference circle of their communication (unless, of course, the reference people have the bad habits in question). For consulting work with people with disabilities, a counseling psychologist must have certain professionally significant qualities, including: Special sensitivity in relation to children, their hopes, fears and personal difficulties, the feature will allow you to capture the slightest manifestations of the state of the counselee, such as intonation, posture, facial expression, random movements indicating a loss of contact, etc.; High level of self-control and endurance, self-control, personal organization; The ability to feel comfortable in situations of forced waiting, a prolonged pause. This rhythm may seem to a healthy person slow, torn, viscous, convulsive. And it would be a big mistake due to impatience or internal irritation to take on the execution of some actions and operations for the client. It is possible that consultants who are accustomed to working in a defiantly provocative manner, preferring to create situations of intense emotional tension, you should not agree to counseling children with physical and mental disabilities; Tolerance for various kinds of ideas of a moral, religious, mystical order. Openness to the possibly ridiculous, "crazy", immature judgments of their clients. Disabled people have a certain penchant for mysticism, fantasizing, discovering special abilities in themselves. If the consultant has a tendency to moralize and instruct, to broadcast his own models of the world, he should also think before getting involved in this kind of work; Willingness to expand their own knowledge through contacts with specialists in related fields (defectologists, psychiatrists, pediatricians, neuropathologists); Professional ability to work in line with the humanistic paradigm. In particular, mastery of the art of listening to a confession, showing empathy, reflection, acceptance. A consultant psychologist working with people with disabilities should also be competent in other areas of practical psychology: psychodiagnostics, psychodidactics, psychocorrection, and psychoprophylaxis. 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, which has a recommendatory orientation, in contrast to psychotherapy and psychocorrection, which are in the nature of psychological influence and have a corrective orientation. Psychological counseling is a complex, multifaceted process, and depending on the dominant goal, it can be carried out by different specialists. These can be psychologists, in which case the psychological model of counseling is taken as the basis, and diversified specialists in correctional pedagogy, when the pedagogical model of counseling is taken as the basis. Each of these specialists has the knowledge to help solve certain problems that are in the field of his competence. However, regardless of the specialist of what profile conducts a consultation, it is necessary to observe the ethical principles and methodological approaches of psychological counseling, since this aspect should always be taken into account in a counseling situation. The determining factors in advisory work should be: a friendly and non-judgmental attitude towards the client, help and understanding; the manifestation of empathy in assessing the value orientation of the client - 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 to identify their problems, which, being a source of difficulties, are usually not fully recognized and controlled by them. Psychological counseling is a complex dynamic process, the content of which depends on the subject of counseling (a child, an adult, a healthy person or a patient, etc.), on the goal and theoretical base that the specialist is oriented towards 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 involves providing them with assistance in raising a child. Diagnostic model proceeds from the hypothesis that parents lack information about the child and involves providing them with assistance in the form of a diagnostic report that will help them make the right organizational decisions (send the child to the appropriate school, clinic, etc.). Psychological (psychotherapeutic) model takes into account the assumptions that the problems discussed are associated with improper intra-family communication, with the personal characteristics of family members, with a violation of interpersonal relationships. In this case, the help of a specialist is to mobilize the family's internal resources to adapt to a stressful situation. Psychological counseling as one of the areas of practical psychology arose relatively recently, in the 1950s, i.e. much later than the emergence of other branches of practical psychology - psychological diagnosis, 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 features of mental development, which, according to the accepted system of criteria, do not correspond to some 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 (unlike the medical one) involves helping people with psychological means in a wide variety of cases of psychological distress (internal conflicts, anxiety, impaired 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 a 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 transmitting information to parents, teachers 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, so 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 persons with disabilities), it must be taken into account that each direction has its own characteristics. The most developed direction parent counseling, having children with developmental disabilities. Basically, this direction was developed by E.M. Mastyukova, I.I. Mamaychuk, V. V. Tkacheva, etc. The main feature of counseling parents raising children with disabilities is the need to prepare them for productive cooperation with specialists from the service of 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, it is necessary to follow the sequence of steps: 1) preparatory, which establishes a trusting relationship 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 for parents, a psychologist, and teachers is jointly developed. 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, information for counseling must be carefully selected. Information that is incomprehensible to parents and information that can lead them astray should be avoided; when transmitting information, a negative assessment of the activities of other professionals should be avoided. Compliance with these rules allows the specialist to avoid common mistakes parent counseling, including: Using negative assessments of the child; Exaggeration of the capabilities and abilities of the child, unnecessarily optimistic forecast of its development; Attempts to take any action other than stating information. Counseling can be both an independent activity of a special psychologist, and a stage that precedes corrective work. In the course of counseling, based on the analysis of parental behavior, participants in future correctional groups can be selected. Personnel consulting developed so far is extremely insufficient. Technologies are not defined. In general, 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, group counseling for teachers has become practiced and has proven itself well, when information about the characteristics of children is reported to their teachers in the form of a lecture or during round table(T.N. Volkovskaya). Counseling for adolescents with developmental disabilities begins at age 12. There are three areas in which adolescents seek advice. Career guidance is a question of choosing a future profession. Most teenagers have unrealistic professional needs, without regard for special features. Therefore, before counseling, it is necessary to study professional intentions and inclinations, discuss the results with the doctor and teachers, and during counseling, reorient the adolescent from unrealistic professional intentions to the profession available to him. For many teenagers, unrealistic professional intentions are formed in the family, so it is necessary to consult the parents after counseling the teenager. The second question is the experiences associated with the defect. In this case, the main method may 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, provide the necessary information about the causes of the defect, level its significance. The third direction is counseling adolescents on interpersonal relationships with parents and peers. Such counseling should be preceded by a conversation with parents, teachers of the class. Organization and content of psychological counseling in the system of psychological assistance to persons with disabilities The purpose 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 counseling psychologist is a mentally and psychologically healthy person who is able to be responsible for his actions and analyze 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 counseling psychologist (especially on 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 together), but 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 response and behavior, and make a choice of a specific behavior strategy. Strictly speaking, his task does not include the correction of pathological symptoms, the provision of personal growth of the client (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 a psychologist-consultant, according to Yu.E. Aleshina (1994) - to help the client look at their problems and life difficulties from the outside, demonstrate and discuss aspects of relationships that, being a source of difficulties, are usually not recognized 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 specific weight of their use in the course of work: in comparison with psychotherapy and psychological correction, in counseling, the psychologist devotes less time to 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 cases when the process lasts for years with long breaks, as the client has more and more new problems) . Depending on the types of problems being solved, various types of psychological counseling are distinguished (Yu.E. Aleshina, 1994; R.S. Nemov, 1999; etc.). Of these, the main ones are: Psychological and pedagogical (assistance in establishing adequate parent-child relationships, in choosing upbringing tactics, etc.); Family (counseling for couples with marital problems, family members with children with developmental disabilities, alcoholics, drug addicts, etc.); Personal (help in solving personal problems, in self-knowledge, in achieving the goals of personal growth); Age-psychological (control over the course of the mental development of the child); Professional (assistance in professional self-determination); Business (assistance to managers in organizing the activities of the workforce and establishing relationships between people). This division is rather arbitrary; in practice, many types of counseling are combined (psychological-pedagogical and developmental-psychological, family and personal, developmental-psychological and professional, etc.). The counseling process can be carried out both individually and in a group. Positions of the consultant during counseling may be different. Usually there are three main positions. 1. Consultant as an adviser. He provides the client with information on issues of interest to him, gives specific practical advice (what other specialists can be contacted, how to behave in this or that situation, what are the features of this or that age crisis etc.). 2. Consultant as an assistant. His task is not to give practical advice but to help the client mobilize his internal resources, make him feel responsible for what is happening to him and make an adequate decision. 3. Consultant as an expert. He shows 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 takes different positions. Within the framework of another classification proposed by Yu.E. Aleshina and G.S. Abramova, different positions of a consultant are also highlighted. 1. Position "on top". 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, just like every person is unique. 2. Position "from below". In this case, the consultant follows the client wherever he wants. The client manipulates him, leads him to advice and assessments that are "favorable" 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 “mercenary” goals (for example, self-justification), and does not seek to solve the problem at all. This position of the consultant also destroys the very process of counseling. 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, cooperating to solve a particular problem. At the same time, everyone bears their share of responsibility for what is happening. Methods of psychological counseling. The main method of psychological counseling is an interview, or conversation. The ability to properly build and conduct interviews is a necessary condition for the effectiveness of psychological counseling. Additional methods can be games, discussions, depending on the specific goals, methods of psychodiagnostics occupy a greater or lesser place. So what is the right way to conduct an interview? To do this, you need to know the basic psychological laws of communication, including all three of its sides - the reception and processing of information, interaction, mutual perception. A properly organized conversation provides an adequate perception of information, full interaction, perception of each other without prejudices and stereotypes. First of all, when conducting an interview, it is important to remember that our communication takes place not only on a verbal (verbal) level, but also on a non-verbal level. There are various means of non-verbal communication. The main ones are the following. 1. Optical-kinesthetic system - gestures, facial expressions, pantomime, general motor skills. There are so-called open poses that attract the other person; “closed” postures, as if saying: “don’t come near” (for example, arms crossed on the chest); aggressive postures (clenched fists). By these postures, you can determine the state of the client. On the other hand, the counselor must also be careful about 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 that is especially significant for the client is touched upon in a conversation, his motor skills may change - he, as it were, “freezes” or, conversely, begins to move restlessly. The consultant must not lose sight of these signs. 2. Para- and extralinguistic systems, i.e. voice quality, its range, tonality, as well as coughing, pauses, laughter, crying. These are also 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 a trusting, non-authoritarian relationship, 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). The distance between the consultant and the client should also be optimal: if the consultant is too close during individual counseling, invading the so-called intimate communication space (up to about 50 cm), this can be perceived as aggressive behavior; if too far (more than 120 cm) - as detachment, unwillingness to enter into personal contact. In group (family) counseling, these rules should also be observed whenever possible. In addition, with this type of counseling, the organization of time is of great importance - each of the consulted should be in direct contact with the consultant for about the same time. This is necessary so that the rest do not have the feeling that the consultant favors someone or discriminates against someone, and therefore takes sides (which is completely unacceptable). With any option of counseling, the client is informed of 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 confidence that the allotted time is completely dedicated to him. 4. Eye contact. During the interview, it is necessary to maintain eye contact with the client, and it must be dosed, i.e. not too long (long, staring can be perceived as aggression) and not too short. Here it is necessary to take into account the individual characteristics of the client - for a timid, insecure, reserved person, it should be shorter than for an active, assertive one. At the same time, the activity of the client in establishing eye contact helps to determine his psychological characteristics. All these non-verbal means of communication complement and deepen speech statements, and sometimes conflict with them. In this case, information transmitted non-verbally is considered more reliable. Verbal communication also requires compliance with certain rules. First of all, these rules concern verbal formulations. Questions should 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 for ambiguous interpretations. It is useless to ask questions like “how many...”, “how often...”, because the client and the consultant can understand these words differently (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 an interrogation by an investigator. And there is some truth in this joke: the consultant restores the facts of the client's life, paying attention to the smallest details, because they can be key to the problem. During the conversation, the consultant draws attention to especially important words of the client, marks 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 indirectly imply a negative assessment of the situation - “life is bad”. The essence of the consultant's work is that the assessment of "life is bad" gives way to the assessment of "life is difficult" and the search for a constructive solution to these difficulties. In modern psychological counseling during the interview, as a rule, the so-called empathic listening is used. Literally, "empathy" means "feeling in". This term is often translated into Russian as empathy, but in fact its meaning is wider. This is not just empathy and by no means a complete identification with the client, it is 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 consultant 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 on everything, to share the beliefs and opinions of the interlocutor; it’s just that in the course of empathic listening, he recognizes the client’s right to certain feelings and thoughts, not judging, but taking them for granted. Outwardly, the process of empathic listening looks like paraphrasing, reformulating, and sometimes interpreting the words of the client. enta (client: “Every time I start talking to my mother, I lose the thread of what I want to say”; counselor: “When you need to start a conversation with her, your thoughts get confused”). With a deeper “getting used to” the client, the consultant can also 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 are confused”). Such empathic listening creates an atmosphere of psychological security, gives the client confidence that whatever he shares will be understood and accepted without judgment, and the opportunity to take a fresh look at himself, fearlessly see some new, sometimes "dark" in himself. 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 update the client's understanding of himself, those around him, and his problem situation. These methods and techniques, being taken from psychotherapy and psychological correction, are not in themselves specific to psychological counseling, but are somewhat modified according to its subject (for example, specific topics are set for discussions in family counseling). Sometimes psychodiagnostic methods are used in psychological counseling, most often testing, and tests are used relatively simple, fast and easy to process, computer testing is also acceptable. Tests are used if, in order to solve a client's problem, it is important to take into account his individual characteristics that do not appear during the interview. Testing should in no case be carried out before getting to know the client directly (so as not to create an atmosphere of faceless, unified verification, “expertise” - after all, he is already excited about the situation) and should not take up too much of the counseling process. Various kinds of questionnaires can help reveal hidden tendencies of response 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 (RS Nemov, 1999). However, one should not overestimate the importance of psychodiagnostics in the usual practice of counseling, and even more so rely only on test results, replace the conversation and interaction with the client with psychodiagnostic procedures: 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 the psychological counseling of families with a child with developmental problems - here, without qualifying the child's mental disorders 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 carry out a complete, comprehensive and holistic psychological research child. psychological counseling process. Usually there are several stages in the procedure of psychological counseling (in the specialized 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” for joint work. At this stage, the consultant helps the client feel comfortable, relieves his psychological stress. To do this, you need to benevolently meet and seat the client, introduce yourself and agree on how the consultant calls 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 security and emotional support for the client is created. 2. Collecting information about the context of the topic, highlighting the problem of counseling. This is a very important phase, the correct implementation of this stage determines the effectiveness of assistance. The consultant asks questions, trying to penetrate into the inner world of the client, 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 true 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 area 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) able to clearly identify the cause 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 a very long time, sometimes for several sessions, and sometimes (though very rarely) it takes only a few minutes. So, for example, a young woman asked for advice, complaining that her child did 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 consultant 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 cooperates well with children and adults - except for the mother, whom she avoids. The woman understood (and said so herself) that the problem was not in the child, but in 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's wrong with me, how can I change the style of interaction with the child." It is very important for a consultant to choose the right line of conduct. On the one hand, one should not be excessively active in the conversation - bombard the client with questions, do not let him finish (everything is clear to the consultant anyway!), impose your interpretations, assessments, explanations, abruptly, without explanation, change the topic of conversation. All this frightens, disorganizes the interlocutor. Therefore, often practicing psychologists first let the client speak out a little and help him with non-verbal means (for example, with an open pose or the “mirror” technique - a reflection of the client’s posture), use the techniques of so-called passive listening (“yes, yes, I understand”, “continue, I am listening”, etc.). If the client is constrained, speaks slowly and with difficulty, or stops altogether, it may help that the consultant repeat his last phrase or part of it - after that the person continues to talk. In further interviews, the collection of information can go more actively. 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 him considerable tension, a sense of danger, a feeling that he is saying “not right”. This will lead to a violation of contact, the impossibility of cooperation. In addition to highlighting the problem at this stage, the consultant collects information about the client, his strengths, based on 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, during the conversation, not one, but several problems are revealed. In this case, it is advisable to highlight the main one that worries the client the most and focus on it, and put the rest aside “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? It's not such a simple question. Often the client understands this only in the course of special work of the consultant. Therefore, it is important for the consultant not to fixate himself and not to fix the interlocutor on his "suffering", but to encourage him to think about what he wants. At the same time, the "image of the desired future" with the help of a consultant should become very concrete, lively, filled with colors, tangible. The client must understand that the counselor cannot make him happy, and life - trouble-free, but can help achieve a specific goal (for example, not react painfully to some situation or build a new relationship with the child). The concretization of the “image of the desired future” allows the client to abandon unrealistic goals and, therefore, already carries a corrective charge. 4. Corrective impact, 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. We emphasize that some psychological schools, for example, the humanistic one, are categorically against direct and concrete everyday advice. Thus, one of the leading experts in the field of personal counseling, R. May (1994), points to the extremely limited effectiveness of advice, since they are superficial in nature and, in principle, any “everyday psychologist” can give them. Counseling, according to R. May, does not involve "distributing advice", because this 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 moments even 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 should be given very carefully, talking 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-reaction” scheme of behavioral psychologists, that is, a corresponding reaction follows a particular stimulus), a person believes that for each situation there is the only possible type of behavior, and evaluates all other types as wrong, impossible, unacceptable. With such a model of the world, a person has a sharply narrowed repertoire of his own behavior, and in addition, he does not understand the behavior of other people if it differs from his own. There are other stereotypes that prevent the full perception of the situation. At this stage, serious changes can occur with the client: their attitude to the situation and their role in it can change dramatically. This means that 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 specific practical steps the client will take, but one must be prepared for the fact that he will not take anything. In any case, here the outcome of the meeting is summed up, 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 adjusts the client to the fact that the process has not yet been completed and repeated meetings are necessary. Sometimes the client is given homework assignments with subsequent analysis of their performance. The form of tasks can be both serious (keeping a diary) and semi-joking (for example, scolding your child is not always when a reason or reason appears, but only at certain hours, and the child can know about it, such playful tasks can help to significantly improve the psychological climate in the family, move away from petty nit-picking). In practice, all stages are usually present, although they specific gravity may be different. With repeated meetings, the first stages take up less space. Too many meetings on any one narrow issue most often means that the consultant and client are “marking time”, in which case the situation needs to be discussed, the reasons for what is happening to be discussed and, possibly, the sessions should be temporarily interrupted until the client takes some of the planned steps. Basic principles and strategies of counseling. In almost any type of counseling, a number of methodological and ethical principles must be observed. 1. 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 accepted norms). This principle needs some clarification. It does not mean that the consultant should share these values, abandon their own norms and beliefs in order to please the client. Nor does it mean a hypocritical “as it were, agreement” with these values. But a consultant who has empathy, while remaining himself, must be able to take the position of the client, 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 a consultant needs to consult with another specialist in this field, discuss a complex case, this should be done very carefully, avoiding specific names, surnames, professional affiliation, etc. If a psychologist consults one of the spouses or family members, he does not have the right disclose information received from him to another, i.e. he works either with one person, or together with several family members at once. 4. Separation of personal and professional relationships. There is a categorical ban on continuing 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 ability to be objective. Therefore, it is necessary to transfer the client to another specialist. 5. Involvement of the client in the counseling process. During the consultation, the client should be interested (motivation to work). This is best done if the counselor helps him continually 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 consultant's task is to lead the client to a decision, to orient him to accepting his own responsibility for what is happening, and not to take the position of a teacher of life. Typical difficulties in the counseling process. Without going into the intricacies of the consulting process, the nuances of contact between the consultant and the client (they can be of decisive importance, but they cannot be described purely verbally, but are learned in the course of practical activities), 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 counseling 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 more complicated only in those cases when the client exaggerates the consultant's capabilities, but this position is quite easily corrected at the first stages of counseling. Serious difficulties arise with other types of clients. The most common are the following. Client - "rentier”, i.e. a person with rental attitudes towards counseling tends to shift the responsibility to the consultant. Such people either appeal to a sense of pity, describing their suffering, begging for help, or almost directly declare: "Now it's your concern, you get paid for it." Here it is important not to play along with the client, not to follow his lead, but to try to correct his position by clearly describing the goals and objectives of counseling, the conditions for its effectiveness, and explaining the need for the client's own activity. Sometimes the work on correcting such settings takes quite a long time. In the first variant, it proceeds somewhat easier. If the client does not change his orientation for some time, further work is likely to be useless. Client-player turns to a consultant rather for the purpose of having fun, he may not have problems, and if he does, he is not going to solve them. Its slogan is: "Let's see what kind of specialist you are." In this case, there is no need to talk about cooperation with a consultant. The client is a "psychologist" appears with a consultant in order to learn how to psychologically competently influence his environment, manipulate his neighbors. He has no problems of his own. To work or not to work with such a client is the consultant's moral choice. Client- "esthete" estheticizes his problems, his confession in the course of counseling, the description of the problems is very beautiful, clear, logical, complete. Such harmony of the story should always alert the consultant, this is a sign of the client's closeness, his unwillingness to work. In this case, the consultant can try to talk about the situation, to indicate his feeling of dissatisfaction with the story. You can also ask to write your story and then work with the text. 2. Errors of the consultant. The first type of error- misunderstanding of the client's problem. This may be due to a lack of information obtained during 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. An incorrect understanding of the problem is also possible due to the incorrect interpretation of the information received. The consultant may be overly rigid and unable to abandon his original concept, begins to adjust the facts received to fit it and ignore what does not fit into it. In addition, misinterpretation may be the result of such features of the consultant as identifying himself with the client, a biased (purely positive or purely negative) attitude towards him, his own unresolved problems, if they are similar to the client's problems, insufficient sensitivity in capturing verbal and non-verbal information, and, finally, simply insufficient psychological literacy. The third type of error- The recommendations are basically correct, but unrealistic. Such recommendations are practically impossible to implement, either due to internal reasons (i.e., the characteristics of the client), or due to external circumstances (no money, no physical ability). Trying to follow unrealistic recommendations, the client loses motivation to work. Therefore, it is important to analyze the characteristics of the client and his social situation very well before venturing into specific practical recommendations. Directions of psychological counseling. In the field of psychological assistance in special education, there are three areas of psychological counseling: counseling for family members with children with developmental disabilities; counseling the child himself; advising staff of correctional and educational institutions. Most developed first direction- Counseling families with a child with developmental disabilities. Among domestic authors, the leading place in the development of this issue belongs to V.V. Tkacheva, who determined the main directions and content of advisory work for families with such children: harmonization of family relations; establishing the right parent-child relationship; assistance to parents in the formation of an adequate assessment of the child's condition; training in 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. Mishina and others. Second direction- Counseling the child himself is productive only from adolescence. During this period, the development of self-awareness and self-knowledge of a teenager allows him to identify certain problems and seek help. third direction- counseling 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 to organize communication between the staff of a correctional institution and 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, a sincere desire to help parents and the child cope with existing problems. Tasks of psychological counseling of family members with children with developmental disabilities. In this area, two major areas can be conventionally distinguished depending on the “object” of work (the word “object” is not accidentally taken in quotation marks, since it implies its activity during 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, the development of self-awareness and self-knowledge of a teenager allows 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 often also 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 conventionally distinguished, of which the following are the main ones. Pedagogical model("Family in psychological counseling", 1989): is based on the hypothesis of insufficient pedagogical competence of parents and involves helping them 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 that the parents themselves may have problems is not directly considered. Diagnostic model: based on the hypothesis about the lack of information about the child from the parents and involves the provision of assistance in the form of a diagnostic report that will help them make the right organizational decisions (send 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 relationships. The help of a specialist 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 must always accompany and in some sense precede other types of assistance. The prevalence of one or another model depends on the specific task of counseling, and they can be very diverse. The main tasks can be formulated as follows: Help in choosing the right tactics for raising a child; Assistance in teaching the child certain skills; Informing about the age and individual characteristics of the child in connection with developmental disorders; Assistance in an adequate assessment of the child's capabilities; Training in some methods of corrective work; Harmonization of intra-family relations, disturbed due to the appearance of a child with developmental disabilities and negatively affecting him; Assistance 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; Assistance in developing patterns of behavior in typical stressful situations(inadequate behavior of the child in public places, sidelong glances of others, etc.). This list could be continued (for example, assistance in deciding whether to place a child permanently in a special institution or to be raised in a family), but most often families need the above types of assistance. Counseling methods 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. Leadere 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, this is simply unacceptable. In addition, it is necessary to orient parents in the possible goals and objectives of counseling, to form an attitude towards joint work with the child and the counselor, and to warn of possible obstacles and difficulties. Care should be taken when predicting the further development of the child, to avoid peremptory statements, not to inspire unjustified expectations. This type of counseling can be done individually or in a group. Parent workshops, skills training groups and other types of parent groups have worked well. Psychological counseling for children with developmental disabilities. This type of advisory 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. In adolescence, the following problems are most likely: Professional self-determination; Relationships with peers; Relationships with parents; Personal problems in connection with the awareness of an existing defect (feeling of inferiority, etc.). Some of these problems are non-specific, and counseling here is carried out in the usual way, in compliance with all the rules and principles outlined above. Relationships 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 strives 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 the norms of behavior and relationships are established, self-consciousness is formed. Accordingly, the teenager has problems both in relationships with adults (who do not recognize him as “equal” to themselves), and in relationships with peers (since they all become very sensitive to the nuances of relationships). When consulting on these issues, in addition to the interview, one should actively use a variety of games, including role-playing games (for example, the consultant acts as a teenager, and the teenager himself plays the role of a mother or peer, and a situation that disturbs 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 counseling procedure, to make it as lively as possible (and not a "talking room"). But it is necessary to use these methods taking into account the individual capabilities of the child - speech, intellectual, motor, etc. In the course of work, the consultant very delicately, unobtrusively brings the teenager to an understanding of the causes of a particular conflict, to the awareness of the participation in it not only of his parents or peers, but also himself. Group counseling provides an excellent opportunity to teach teenagers tactics of behavior in conflict situations with parents and peers with the help of specially designed games and exercises. Since many interpersonal relationship problems are related to the inability to take the position of another person, training in empathic listening can help optimize these relationships. As experience shows, normally four or 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, which are a characteristic feature adolescence, the maturation of mental functions and, above all, thinking can lead to the fixation of the child on his limitations, and not on his abilities, which hinders the harmonious development of the personality. Of course, often the awareness of a defect can occur earlier, but it is in adolescence that it is especially pronounced. There is a feeling of inferiority, low (sometimes overestimated) self-esteem, life prospects are not formed. Such personal reactions are characteristic primarily for children with a deficient variant of dysontogenesis, primarily in an unfavorable social situation of development, with improper upbringing. It is in the children of this group, judging by the few, unfortunately, studies, that character accentuations can form according to the sensitive type (sensibility, shyness, a sense of inferiority, an extremely severe reaction to disapproval), according to the psychasthenic type (indecision, fears for the future, a tendency to " mental chewing gum" instead of actions), asthenoneurotic type (irritability, tendency to affective outbursts, fears for health). To the basic question (“who am I? what am I?”), which appeared in adolescence, these children cannot give an answer that satisfies them. After all, even inflated self-esteem is compensation, wishful thinking, a departure from reality. The task of the consultant is to bring the teenager back 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 main principles of which (non-judgmental acceptance of the client, recognition of the uniqueness and integrity of each individual, his right to realize the need for self-actualization and rely on his 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 developing the ability to look with open eyes at one’s own shortcomings and strengths, 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 the active use of empathic listening. This is the general strategy of work, the most common in modern personal psychological counseling. But one should also keep in mind some tactical points that are essential when counseling adolescents with developmental disabilities. It is very important to fix and mark for them any slightest step in personal growth, in self-knowledge. In addition, sometimes it may be necessary to use elements of indirect suggestion - for example, a consultant can tell about cases of successful solution of personal and social problems known to him. 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 with intrapersonal conflicts and is a mature and harmonious person), this can become a powerful impetus for “revaluation of values” and personal growth. And finally, work on professional counseling of adolescents with developmental problems is very important, which consists, firstly, in the formation of a general readiness for professional self-determination, and secondly, in assistance in a specific choice of profession. Among the many types of professional consultations (N.S. Pryazhnikov, 1996) when counseling children and adolescents, early (children's), school, and consultations for high school students and graduates stand out. 1. Early professional consultation is carried out in advance, when many years remain 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 the joint discussion of the child's experience in some types of labor activity. Such a consultation is nevertheless carried out rather for parents, but it can help increase the child's interest in their psychological qualities and the desire for their development. 2. School vocational counseling is aimed at the gradual formation of adolescents' internal readiness for self-determination. It includes cognitive (knowledge of the ways and means of preparing for a profession), informational (deeper knowledge about the world of professions), moral-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 the present and future life. 3. Vocational consultation for high school students and graduates. In this type of counseling, a specialist helps to make a specific decision regarding the 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, approaches developed for normally developing children are used, but the specifics of counseling must be taken into account. Firstly, the range of professions that young people can master is significantly narrowed due to psychological and anatomical and physiological limitations. In addition, in our country there are very few special devices that facilitate the mastery of a particular profession. Therefore, it is necessary to recommend any profession with great caution. Secondly, adolescents and young people with disabilities often have unfavorable personality and emotional-volitional features (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 fate (including professional ones), are psychologically dependent on adults, their self-esteem is unrealistic. Potentially dangerous for correct professional self-determination are such features as the slowness of the formation of interests in general and professional ones 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 person). or a visually impaired teenager dreams of becoming an astronomer, and a girl with cerebral palsy dreams of becoming an actress). These features make counseling difficult, pose additional challenges, such as correcting inadequate professional interests and intentions. Thirdly, 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, who do not always adequately assess the possibilities and prospects of the child. Therefore, in a number of cases it may be appropriate to consult parents, help them in the correct assessment of the child's professional abilities, in order to work with them together, with uniform guidelines. The strategies of advisory work themselves may be different. So far, the most common diagnostic-recommendatory approach: first, a psychodiagnostic examination of a teenager is carried out, the results are analyzed, some of them (which do not carry the risk of injuring him) are jointly discussed in terms of compliance with the requirements of a particular profession, and then a decision of a recommendatory nature 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, stimulating his ability to self-knowledge and conscious choice (N.S. Pryazhnikov, 1996). Let's take a closer look at consulting strategies. 1.
Diagnostic-recommendatory strategy. In essence, this is the selection of a person for a profession (or vice versa) using diagnostic procedures. This strategy proceeds from the position that the chosen profession should correspond to the capabilities of a person and (preferably) his interests. The paradox, however, lies in the fact 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, so 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, in general, this statement is true, especially when it comes to a specific professional choice. The tactics of work includes 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 identifying his interests and inclinations; 2) determination of the requirements of the profession for the psychological and anatomical and physiological capabilities of a teenager; 3) correlation of the requirements of the profession and the possibilities of the teenager, correction (if necessary) of his professional intentions. The first task is solved with the help of methods of psychodiagnostics, using a qualitative-quantitative approach in the analysis of results, as well as by analyzing medical, pedagogical and other documentation. Specific methods of psychological research are quite traditional, but they solve the specific problem of assessing precisely professionally significant properties and characteristics of a person. In addition to traditional methods, tests are used, as well as various questionnaires of career guidance, 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 task is solved by analyzing the documentation on various professions. There are special lists of professions that 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 their descriptions 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 professionally significant qualities: one profession requires developed attention, therefore, this function is evaluated in a teenager; 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 professionally significant qualities. For example, a teenager with a hearing impairment wants to become a lifeguard. At the same time, the level of cognitive activity and personality can meet the requirements of this profession. But according to the 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, work at height, and with hearing impairments, these abilities suffer. Accordingly, work will be required to correct inadequate professional intentions and provide information about other possible professions. For corrective work to be effective, it is necessary to take into account the interests of the child and introduce him to the relevant professions. There are various classifications that make it possible to divide the entire set 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 possible to acquaint the child not with all professions (which is impossible in principle), but with the group that he prefers. The main practical purpose of the consultation is to identify contraindicated types of work, and not just recommend any one profession indicated for health reasons. 2.
activating strategy. This is a strategy of a predominantly proactive, preventive plan, when a student is prepared for professional and personal self-determination, they are 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 its 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)
overall score situations of counseling (features of the student, his vision of the problem); 3) promotion (or clarification of the previously put forward, at the preliminary stage) professional consultation hypothesis (a general idea of the client's problem and possible ways and means of solving it); 4) clarification of the problem and goals of further work together with the teenager; 5) joint solution of the selected problem: Solving information and reference problems (with the help of literature - textbooks, reference books, professiograms), and it is important to encourage the child to independently search and analyze information; Solving diagnostic problems (ideally, diagnostics is aimed at self-knowledge), and both traditional methods and special activating games and exercises are used here, the main thing is that they are understandable to the child; Moral and emotional support of the child (using psychotherapeutic and psycho-corrective techniques); Making a specific decision; 6) joint summarizing the work. 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 used in counseling children with developmental disorders. An activating approach can be useful in those fairly common cases where a teenager has no professional interests and inclinations at all. The task of activating children with developmental disabilities is generally very important, because with improper upbringing, they very often have a passive life position that makes social adaptation difficult. Professional counseling of children with developmental disorders is a very important and almost undeveloped problem, and its practical solution for each specific child requires multilateral training of the 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 the help of other specialists (for example, clinicians) may be needed. But this kind of counseling is certainly needed. Psychological counseling for specialists working with children with disabilities. The organizational and content features of psychological counseling for teachers and other participants in the educational process are determined by the need to harmonize and coordinate the joint efforts of a multidisciplinary team of specialists. This makes it possible to ensure effective consolidation, continuity, continuity, consistency and integrativity of the comprehensive psychological and pedagogical support for the education and development of children. At the same time, the main need for teachers in 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 efficiency. corrective work. An analysis of such manifestations, causes and factors provoking them, not only allows us to predict the development of the situation, determine the likely effectiveness of the impacts, but also opens up the possibility of finding ways to optimize the process of their education and upbringing through the use of effective psycho-corrective techniques in the work. Often there is a need to provide advisory assistance and mediate support for the interaction between the teacher and the parents of the child, since family members are often in a long-term psychogenic situation associated with numerous difficulties in raising and socializing a child with disabilities, and need psychological and pedagogical support. If in the process of education and upbringing specialists do not detect problems of interaction with the child, difficulties in mastering the educational program of a cognitive-cognitive and emotional-personal nature, behavioral disorders, then the need for counseling does not arise. In some cases, consultations with specialists are carried out not only at their direct request, but also at the initiative of parents, the decision of the administration of the educational institution, etc., in order to prevent problems from arising. For example, such counseling would be appropriate when certain risks of a negative impact on the child are found in a family developmental situation, for example, one of the parents or other family members is seriously ill, the parents lead an asocial lifestyle, and are preparing for a divorce. These and similar factors can have an extremely negative impact on the child's condition. 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 psycho-logo-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 the conditions of a normal educational situation and in difficult situations for the child associated with stress in adaptation period, during 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 these children that most often there are conflict situations between parents and teachers. Consultation of teachers by a psychologist, first of all, should be based on how the teacher perceives the child, interprets the causes of his behavioral manifestations. Quite often, a teacher, faced with a problematic, defiant or, conversely, overly passive, submissive behavior of a child in the classroom, finds it difficult to distinguish between the manifestations of the child's psychogenic response, indicating deep psychological problems, and the shortcomings of his upbringing. So, for example, in children with a hypersthenic type of response, behavioral reactions that are unacceptable and unacceptable in the classroom, from the point of view of the teacher, may occur in the process of educational activities that interfere with the conduct of classes or lessons. 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 such a child's behavior. And in the process of restoring order in the classroom, it can often contribute to additional traumatization of the perpetrator of the violation of order, exposing 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, unable 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 peer group 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 socially interpreting the events of the surrounding reality (for example, a mentally retarded child or a child with schizophrenia, autism, psychopathic personality disorder and etc.). Another situation that also requires careful psychological analysis is related to the interpretation of the behavior of children with a hyposthenic type of response. In this case, children are prone to internal experience of events occurring to them and do not know how to actively and timely respond to negative emotional states, which in some cases can become the cause of suicidal behavior. Therefore, the teacher should be alerted not only by the aggressive and defiant behavior of children, but also by excessively passive, submissive behavior against the background of a reduced background of the pupil's mood. Thus, in the psychological counseling of teachers, one more important direction: to teach specialists to pay attention to such symptoms of psychological distress in a timely manner and take adequate measures to overcome them. In addition to discussing issues related to the psychological and pedagogical characteristics of persons with disabilities, the difficulties of their training and education, within the framework of this direction, the tasks of optimizing and harmonizing relationships between specialists in a single educational space (teaching team), preventing the syndrome of their professional and emotional-personal burnout. Thus, we can say that counseling 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 professionals working with children with disabilities is to optimize their professional and personal relationships, harmonization of the psychological atmosphere in the team, assistance in establishing productive cooperation. The purpose of this area 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 exchange of professional information between the participants of 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 the flexibility, efficiency and trust of 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 emerging problems of professional interaction among individual specialists at the stage preceding their group discussion; in other cases, the need for individual counseling is revealed already in the process of group consultation. However, the approval of the general rules of professional interaction in a particular team will be effective only if it is carried out on the basis of joint decision-making by all participants in the service of psychological and pedagogical support 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 causes of difficulties in communicating with persons with disabilities and their families. Among these reasons, the leading place is occupied by: Difficulties in determining possible resources and optimal ways to meet the correctional and rehabilitation needs of children with disabilities and their families; Inability to constructively formulate conclusions about the problems of development and upbringing of the 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 consultative 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 ethics in business relations, an algorithm for interprofessional interaction, etc.); 2) the formation of skills to implement " 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 accessible 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 the professional competence of specialized specialists in the service of psychological and pedagogical support for the 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 of the work, it is recommended to use the following forms of organization of advisory 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 topics of such classes depend on what category of abnormal children the specialist works with, and can be represented by the following topics: “Modern technologies for detecting mental developmental disorders in children at different age stages”; "The main stages of corrective 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 interdepartmental 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, and critical perception. The most common methods of activation include debatable questions, a comparison of various positions, points of view, relevant pedagogical concepts. Their use implies the emergence of interest in the topic of consultation, discussion, association with one's own experience, the desire to actively participate in a collective discussion, to reflect. As a subject of discussion, for example, one can single out a comparison of the concepts of "cooperation with parents" and "work with parents". 3. Specially organized advisory stages in the organization of business games, personal growth trainings, as well as other interactive methods, which represent the modeling by teachers of adequate ways of behavior in the process of solving problematic tasks and analyzing conflict situations. The purpose of this kind methodical work- 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. test questions 1. Expand the main content of the concept of "counseling" and determine its place in the system of psychological assistance to people with disabilities in special education. 2. Describe the content and organizational features of counseling for family members raising children with developmental disabilities. 3. Expand the tasks, features of the organization and content of counseling for people with disabilities at different age stages. 4. Describe the content and organizational aspects of counseling for specialists working with children with disabilities. Literature 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. Zabramnaya. 7th ed., ster. M.: Academy, 2013. 3.
Shipitsyna L.M., Kazakova E.I., Zhdanova M.A. Psychological and pedagogical counseling and support for the development of the child: A manual for a teacher-defectologist. M.: Vlados, 2003. Additional 1.
Aleshina Yu.E. Individual and family psychological counseling. M.: Klass, 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.
Kapustin S.A. Criteria for normal and abnormal personality in psychotherapy and psychological counseling. Moscow: Kogito-Centre, 2014. 5.
Karabanova O.A. Psychology of family relations and the basics of family counseling: Textbook, manual. M.: Gardariki, 2005. 6.
Kociunas R. Fundamentals of psychological counseling. M., 1999. 7.
Monina G.B. Psychological counseling for children and adolescents: Textbook. SPb.: Ed. SPb. University of Management and Economics, 2011. 8.
May R. The art of psychological counseling. M., 1994. 9.
Nemov R.S. Psychological counseling: Textbook. M: Vlados, 2010. 10.
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Practical psychology Education: Textbook, allowance. M.: Academy, 2003. 11.
Staroverova M.S., Kuznetsova O.I. Psychological and pedagogical support for children with emotional and volitional disorders. M.: Vlados, 2014. 12.
Sytnik S.L. Fundamentals of psychological counseling. Moscow: Dashkov iK°, 2012. 13.
Khukhlaeva O.V. Fundamentals of psychological counseling and psychological correction: Textbook, manual. M.: Academy, 2011.
Psychological counseling for families with children with disabilities in the system of organizing special psychological assistance
M. A. Efimova
“Mercy consists not so much in material assistance as in the spiritual support of the neighbor, that is, in his non-judgment 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 Var. Currently, emergency telephone counseling services are available in almost all countries, which came to our country with a big delay. Many people in our society still consider going to a psychologist almost a whim, a recognition of their weakness, their inability to figure out their problems on their own. In fact, counseling is a kind of support, an act of trust, mercy, even the strongest sometimes need help, an opportunity to look at the situation with different eyes. Recognition 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 anxieties, fears, expectations, hopes, help him find new ways to build the desired future. The very intonation of the psychologist's voice - interested, benevolent, warm - disposes to trust. For 10 years of existence of our service "Trust Phone" at the Republican Center for Social and Psychological Assistance to the Population, we can conclude that this type of assistance is relevant and effective. Annually for psychological support hundreds of people with disabilities apply to us, most of them are women over 30 years old. So, in 2006, about 250 calls were received from disabled people, for 8 months of 2007 - 289, which is about 10% of total calls received by the "Trust Phone". The main problems are: anxiety about mental or somatic disease, problems of relationships with a close environment, self-acceptance (loneliness, lack or loss of the meaning of life, worries about one's appearance), social adaptation, material problems, etc.
Counseling usually includes three stages:
1. problem research
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 deal with it)
3. action (building plans and adjusting actions)
Experiencing a serious illness or disability, a person experiences different conditions, at the first stage, one of such experiences may be the denial of the disease itself, this is a natural psychological defense, denial contributes to the adaptation of a person, eliminating a psycho-traumatic situation from his consciousness. When counseling such subscribers, one should use active listening, the study of thoughts, feelings, and not analysis of the situation, since the interlocutor often does not realize what happened. Disability changes a person's life, his habits, hobbies, alienates him from loved ones, so there may be resentment at the injustice of fate. Anger and resentment are also one of the stages of experiencing the disease, they protect a person for a while. Listening to the subscriber, covered by such feelings, one should not condemn and not direct his indignation at him, but accept his condition and offer acceptable ways to relieve painful experiences. The next stage of adaptation to the disease is a deal. The forces spent on anger and denial are exhausting, so the patient begins to seek indulgences from others, these reactions help him come to terms with the inevitability of the disease. Doing the best way, 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 the disease is perceived as a "hidden benefit", as an installation on 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, his fate changed, he loses the goals and motivation of his actions. He eschews any new activity, blindly submits to adverse circumstances, easily gives up and eventually fails, closing the circle. Problems accumulate and coalesce, interests narrow, and social activity fades. Too lively encouragement in such cases is inappropriate, the phrases should be simple, understandable, filled with care, understanding. It can be recommended to translate negative thoughts into alternative useful statements. You should not discuss the diagnosis, teach, instruct. Tips are also often useless and cause a negative reaction. The first person 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 to get out of depression, and suggested that people suffering from depression schedule their daily activities to the nearest half hour, so that there was not the slightest opportunity to fill empty time with bad thoughts. Most doctors and psychologists recommend physical exercise to lift the mood in depression, because muscle activity makes a person more alert and energetic. good remedy the fight against depression is deep relaxation. 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.
Relationship problems with others are also very significant for people with disabilities, especially the elderly, they often feel unwanted, there is a feeling of guilt, defenselessness. Many are worried that they become a burden for children, they experience all sorts of violence on their part. The very fact that a person called indicates that he hopes for changes 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 can’t 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, because public consciousness considers them dangerous, combining the images of "mentally ill" and "criminal". Mentally ill people often experience hostile feelings towards themselves and suffer from loneliness. The 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 (questions of religion, the meaning of life, politics, etc.) .). The work of a psychologist in dealing with such subscribers mainly consists in patient active listening(without delving too deeply into an illogical conversation). The consultant's attention to the strange problems of patients causes reciprocal trust and positive emotions. The mentally ill may act aggressively, express resentment, often abruptly end the conversation and then call again, often becoming regular callers. It is necessary to encourage any positive actions of patients (to engage in feasible work, outdoor activities motivate them to see a doctor, continue treatment). If the subscriber is in a relatively adequate condition and addresses about ordinary everyday problems, then a normal dialogue should be conducted with him.
Historically, people with disabilities were excluded from the ordinary life of society, they felt like outcasts, not like everyone else, this led to the persistent formation of a negative image of “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 do not have the opportunity to receive a good education, no adapted housing, few friends and personal relationships. Modern life requires independent, confident behavior, competent communication skills from people. Many people with disabilities do not have these qualities, and this is their misfortune, 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 causes of uncertainty and give recommendations on how to overcome it. Confident behavior consists of a range of behaviors and can be learned, it gives you the opportunity to express your rights, make your own choices, make your own decisions and take responsibility for your behavior.
You can’t solve a person’s problems for them, but you can learn to deal with them and help others by offering your help and support.
“Once upon a time there lived a man, he was a mystic and prayed to the One God. And as he prayed, the lame, the hungry, the blind, and the outcast passed before him; seeing them, he fell into despair and exclaimed in anger: “O Creator, how can You be a God of love and do nothing to help these sufferers?” There was no sound in reply, but the saint waited patiently, and then a voice sounded in the silence: “I have done something for them. I created you." (From Sufi proverbs).
