The branch of psychology within which the study takes place practical application this science. Thus, scientific practical psychology is not synonymous with popular, everyday, everyday psychology, and certainly not the public “VKontakte”. It is used in practice - in working with patients and providing social services.
Terminology
Practical psychology is a science that focuses only on the field of psychology itself and its application in practice. Until the 19th century, this section was called experimental; nowadays the synonym “applied” is common. However applied psychology, although it also deals with the application of the discipline in practice, is focused on related areas of activity and studies it within specific areas: advertising, education, sports, etc.
It is incorrect to use the epithets “applied” and “practical” in the same sense in this case. Practical psychology is a branch of science that deals with the practice of psychology itself, and as for applied psychology, practice is aimed at related areas. In addition, practical speaks to society on in simple language ordinary people, in contrast to the dry presentation of applied discipline, replete with terms.
Issues
Theory often outpaces practice, which is why weakly substantiated assumptions and hypotheses appear in the sciences. These gaps need to be filled with something. In psychology, for practical purposes and filling gaps, so-called metaphors are used - not supported, but working techniques that are a specific part of the discipline in question.
The problem that is acutely posed to practical psychology is that the demands of the real world do not correspond to the theoretical basis. From this emerge the main tasks of this science.
The main tasks of practical psychology
The main tasks faced by practical psychology are dictated by the theoretical basis and conditions of the real world:
- individual psychological counseling for patients whose disorders are partially or completely untreatable;
- carrying out group trainings(including in the corporate and business environment);
- psychological support of social spheres.
Application
Knowledge of practical psychology is transmitted along a kind of chain: from psychology it is addressed to the psychotherapist, and from the psychotherapist (or psychoanalyst) it is transmitted to his patient. Psychotherapeutic work is an essential part of practical psychology. Thus, individual client counseling is always associated with unique personal problems that have no specific solution based on theoretical knowledge. That is why doctors test various techniques and their combinations, trying to understand what exactly suits a particular patient.
Other questions can be very narrow - such as issues of personal success, time management, business psychology. Others, on the contrary, affect broad layers of education or personal development.
Practical psychology and other branches of science
What does the practical social Psychology? Now it will become clear. The fact is that in order to solve the problems of practical psychology we have to collaborate with other areas of science. This is how new applied industries appear, receiving their names depending on the area in which it is applied. This could be practical educational, social, legal, medical, sports or pedagogical psychology. All of them are united by the peculiarity of focusing on an academic research field of knowledge.
Methods of practical psychology
A special place in applied industries is occupied by objectively scientific methods, that is, conducting experiments, observations and tests. Methods academic psychology in this case are considered unsuitable. Research into psychic reality is inferior to actual practice. This has a lot to do with human subjectivity.
Methods of practical psychology are usually classified into two types:
- Individual - used when a psychologist works one-on-one with a patient. This section includes psychoanalysis.
- Group - psychological consultations in the form of trainings, formation of gestalt groups and other types of correction in groups.
In addition, scientific methods are often borrowed from those industries with which this science cooperates and which form it. For example, methods of reinforcement and suggestion were borrowed from pedagogy.
The methodology of psychological consultation, due to its complexity and certain specifics, should be considered separately. IN general case it includes counseling and psychotherapeutic work.
Schools
The following schools are of great importance for practical psychology:
- Psychoanalysis was first proposed and introduced by Sigmund Freud and is still used today. Based on the identification and study of unconscious internal and irrational drives.
- Behaviorism is a direction in which the main subject of study is not consciousness, but the behavior of the patient. Currently mostly replaced by cognitive psychology.
- Cognitive Psychology - Focuses on cognitive processes human consciousness: memory, attention, imagination. Research is also related to the study logical thinking, decision making and the problem of choice.
- Humanistic psychology - as the name implies, humanism is taken as a basis, that is, love for a person as an individual, recognition of this unique and whole system. Based on this, manifestations of self-actualization and personality development, its adaptation in society, creative self-expression, etc. are studied.
Education
Those interested in practical psychology can get an education in this specialization. Bachelors and masters in the relevant field are prepared by both public and private higher education institutions educational establishments. In addition, this direction can be additional to the main profile of training. It is on this principle that graduates are trained, for example, by the Kirov Institute of Practical Psychology.
Professions
Practical psychology is a branch of knowledge that is used by representatives of the following professions:
- psychotherapist;
- coach;
- psychologist-trainer.
And if for the first the presence of the main psychological education- a mandatory condition, then, for example, a coach can only have an additional reprofiling. This shining example the extent to which the discipline in question relates to real world and its requirements - the coach is tasked with motivating and helping the client achieve his goal. A practical and grounded task. Either it is done or it is not.
Within the framework, the task of dealing directly with the patient’s problems is also stated precisely and clearly.
Practical psychology: books
Books in the area under consideration belong to the scientific and popular science genres. They often respond to concrete questions: how to understand what other people feel and think; How to treat yourself and people? Moreover, there is only educational publications(T.V. Gudkevich, “Practical psychology: introduction to the specialty”; M. Gulina, “Counseling psychology: textbook”) and practical guides (D. Raigorodsky, “ Psychological counseling"; N.V. Tarabrina, " Practical guide on the psychology of post-traumatic stress").
Practical psychology as a science
1936 year of practical psychology 1. people begin to appear who call themselves practical psychologists, and offer society completely specific types services - determining the child’s readiness for school; psychological support for business plans; psychological characteristics of members of work teams and the forecast of their compatibility, etc.
Stages of development of practical psychology:
Stage 1(1900-1907) the birth of pedology, the emergence of the first theories and research mental development children,
Stage 2(1908-1917) emergence of the first psychological centers
Stage 3(1918-1924) formation of practical child psychology,
Stage 4 Stage 5(1929-1931) intensive development of domestic child psychology and pedology, the emergence of theories revealing the patterns and mechanisms of mental development (M. Basov, L. Vygotsky)
Stage 6(1932-1936) elimination of interest in the child’s personality and creativity in school and public practice, criticism of pedology at the administrative level
Stage 7(1940-1960) revival of domestic child psychology: research on educational motivation, psychology of schoolchildren’s education, problems of giftedness, etc.
Stage 8(1981-1988) experiment on introduction to Russian schools positions practical psychologist
The psychologist works with the client’s important “material” - psychological information.
Main activities of a practical psychologist
Psychoeducation and Psychoprophylaxis, psychodiagnostics.Psychological correction Psychological counseling Psychotherapy
The psychological service carries out its activities in close contact with parents or persons replacing them, with guardianship and trusteeship authorities, juvenile affairs inspectorates, representatives public organizations providing educational institutions assistance in the upbringing and development of children and adolescents. To provide successful work services need creative contacts with medical institutions.
the main objective psychological service education - the psychological health of children - is associated primarily with the promising direction of its activities, focused on the timely and complete mental and personal development of each child. This goal can only be realized when the psychological service ensures continuity psychological attention to a child at different age stages of working with children, when there is a connection between the ideas, understanding, and skills of adults working with children of the same age and adults working with children of a different age.
The main tasks of the educational psychological service: 1) development of individual characteristics of children - interests, abilities, inclinations, feelings, relationships, hobbies, life plans and etc.; 3) creation of a psychological climate favorable for the development of the child (in kindergarten, boarding school, school, etc.), 4) providing timely mental health assistance and support to both children and their parents, educators, and teachers. Models of work of psychologists in education
First model. The psychologist consults with students, their parents and teachers regarding their treatment. Second model. Added to the previous one: diagnostics of children of different ages at the request of the administration educational institution and individual teachers, attending classes at the request of teachers in order to develop recommendations for working with specific children.
Third model. Includes conducting educational seminars and trainings with students and teachers. The psychologist sets the task of changing behavioral stereotypes, methods and forms of organizing communication between teachers and students
Functions of a psychologist
5. carries out work to develop children’s abilities
Job responsibilities of a practical psychologist :
1. be a psychological service;
2. take care of psychological health personalities;
3. conduct regular research to monitor mental development;
4. identify people in need of psychological help;
5. conduct enlightenment among students, parents, teachers;
6. identifying persons in the area psychological risk;
7. carry out psychodiagnostic work
8. bears legal responsibility for the correctness of the conclusions and recommendations issued.
Job responsibilities :
1. Identified persons in need of mental assistance, their registration and control.
2. Conducts enlightenment among students, parents, teachers.
3. Participates in seminars for psychologists.
4. Conducts consulting work.
5. Conducts psychoprophylactic work, identifies people at psychological risk
6.Responsible for the correctness of documentation. Keeps records of work results in accordance with established forms.
Prof. Training in the specialty “Psychology” is carried out at universities. term – 5 years
General requirements to a specialist:
1.professional competence, good knowledge your subject
2.humanistic orientation
3.high morality
4.ability for sympathy (empathy)
5.creativity (the ability to think creatively)
6.communication skills (ability to communicate, establish interpersonal relationships)
7.organize workplace
8. tact
9. intelligence.
Official duties:
1. is an employee of a mental health service
2. takes care of mental health personalities
3. conducts regular mass examinations of mental development
4. conducts educational work among students and parents
5. carries out work to develop children's abilities.
4. Specifics of psychologists in correctional institutions. Organization of the work of a psychologist at enterprises and firms.
The task of the correctional institution psychologist is to provide assistance to the director of the correctional institution in relation to convicted persons. close attention"at-risk" convicts demand. It can be :
Convicts whose adaptation to living conditions in a correctional facility is difficult and painful;
Convicted women with an affectively tuned psyche and a subjective attitude towards serving a sentence;
In relation to each convicted person of a negative nature, it is necessary to strictly apply differentiated methods impact.
Services provided by a psychologist :
Individual psychologist legal consultation (but for a wide range of issues and problems);
Family psychological consultation (consultation for married couples, non-family couples, non-traditional couples);
Individual psychological help, psychocorrection;
Family psychological assistance, psychocorrection;
Individual psychological training;
Family psychological training;
Psychodiagnostics and tests (psychological examination with issuance of a package of documents and consultation with a psychologist based on the results).
A practical psychologist in an organization performs several functions:
Research (expert);
Consulting;
Pedagogical;
Educational.
A psychologist in an organization solves the following tasks:
1) vocational guidance and counseling;
2) social and psychological training of personnel and advanced training of employees;
3) acceleration of employee adaptation processes in the organization;
4) interaction between the manager and subordinates;
5) description job responsibilities, drawing up professional plans;
6) study of working conditions and organization of workplaces;
7) prevention and resolution of conflicts;
8) increasing labor discipline;
5 . Requirements for maintaining and processing documents of a practical psychologist.
There is no strict regulation regarding the documentation of the work of a practical psychologist as such.
Educational counseling can be carried out in various fields: counseling children on their problems, parents, teachers and educators when they are faced with problems in teaching and raising children or problems in relationships with children,
Goals and objectives Psychological counseling can be defined in different ways - depending on the approach to psychological counseling within which we prefer to work.
Main target psychological counseling - provision psychological assistance, that is, a conversation with a psychologist should help a person solve his problems and establish relationships with others. In relation to this goal, the following are put forward: tasks: 1. Listening to the client, as a result of which his understanding of himself and his own situation should expand, and food for thought should arise. 2.Relief emotional state client, that is, thanks to the work of a psychologist-consultant, the client should feel better. 3.Acceptance by the client of responsibility for what happens to him. This means that during the consultation, the focus of the client’s complaint should be transferred to himself, the person should feel responsible and guilty for what is happening, only in this case will he really try to change and change the situation, otherwise he will only expect help and changes from others. The minimum program here is to show the client that he himself, at least in part, contributes to the fact that his problems and relationships with people are of such a complex and negative nature. 4. Help from a psychologist in determining what exactly and how can be changed in the situation.
In some cases, there is a need for psychological telephone consultations. Telephone consultations are carried out:
When a client calls the school psychologist with an urgent issue;
To clarify whether he entered the department correctly. situations;
If an unexpected crisis situation in the client's life;
If the client is unable to attend an in-person consultation due to health reasons
Ten rules for psychological counseling over the phone
Psychological counseling by telephone is organized taking into account certain rules.
Rule 1. “Remember the limitations.”
Rule 3. “Rhythm is the basis of conversation”: the presence of pauses on the part of the psychologist so that the client has the opportunity to fully speak out and think through it on his own difficult moments your situation.
Rule 4. “Know how to start a telephone consultation correctly.” Where to start with psychological consultation over the phone? "Hello!", "Good afternoon
Rule 5. “Offer a solution.” After clarifying the client’s situation, the psychologist determines the purpose of the consultation. “I understand your situation and can help you by listening to you” (the purpose of the consultation is to reassure the client).
Rule 6. “Don’t delay the consultation.” The duration of a psychological consultation by phone should be no more than 25-40 minutes.
Rule 7. “Listen and support.” "I understand you..."
Rule 8. “Joining a client means internally (in intonation) and externally (when constructing a conversation) to reflect the behavior of your client, to carry out synchronous verbal movement with him.
Rule 9. "Customer management." Despite the fact that the client usually talks quite a lot on the phone, the leading initiative in the conversation should belong to the psychologist.
Rule 10. “Emotional positivity * motivation to action.” It is important to end a psychological consultation over the phone by strengthening the client’s emotional and positive state: reducing his anxiety, calming him down and forming an optimistic attitude towards solving the problem. At the same time, it is also necessary to leave the conversation open and not completely completed so that the client has an incentive to actively, independent decision own problem.
Confident client.
Types of psychocorrection
Symptomatic correction– short-term exposure to relieve acute symptoms of developmental disorders.
Causal correction– aimed at the sources and causes of deviations. Long lasting.
Individual– a psychologist works with a client one on one.
Microgroup– work in a microgroup (2-4 people), where people have similar problems.
Group form– targeted use group dynamics, the entire set of relationships that arise among the group members, including the psychologist.
Mixed form– allows for an integrated approach to solving problems
General-measures aimed at normalizing the client’s microenvironment, regulating psychophysical, emotional stress Private – a set of special techniques and methods based on the leading forms of activity for a certain age, levels of communication, ways of thinking and self-regulation.
Special– a set of techniques that are the most effective for achieving specific tasks of personality formation.
Client- is normal, physically and mentally healthy man who has had psychological or psychological problems in his life behavioral nature. He is not able to resolve them on his own and therefore needs outside help.
District training. Page, purpose
training- method active learning and psychological impact carried out in the process of group interaction and aimed at increasing competence in the field of communication.
The training is carried out both with groups specially selected for this purpose, and with real existing groups, as well as in families. SPT is carried out in groups of 8-12 people under the guidance of a psychologist who has undergone special training.
The usual cycle of classes is designed for 30-50 hours, but its duration can be varied depending on the nature of the problems being solved. At the same time, experience shows that short sessions (less than 20-24 hours) do not allow for the full implementation of the optimal SPT program and reduce its effectiveness.
Classes can be held at intervals of 1-3 days and average duration each lesson is 3 hours. But a more effective form of organizing work is a marathon - several classes in a row for 8-10 hours of continuous work.
In the SPT process, various methodological techniques: group discussion, role play, non-verbal exercises, etc. T's performance decisive degree depends on adherence to generally accepted principles in the group. The main ones : activity in class, open principle feedback, the “here and now” principle, trust in communication.
Group discussion method.
Discussion(research, consideration) - consists of a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The purposes of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc. For adolescents, these debates are more heated than for adults, but they are also easier to change. Two or more people can take part in the discussion. The most constructive option is 6-8 people. Classes are structured in such a way that the discussion participants speak more than the trainer/teacher. The group discussion method can also be carried out using the Internet.
Brainstorming method(cerebral attack - method solving problems based on incentives creative activity, in which discussion participants are asked to express as many possible solutions as possible, including the most fantastic ones. Used for dead ends or problematic situations. The essence of the method is is that the process of putting forward and proposing ideas is separated from the process of their critical evaluation and selection. In addition, various techniques are used to “turn on” fantasy to better use “purely human” potential in finding solutions. For example, sometimes it is used to involve non-specialists who, due to ignorance, can make “crazy” proposals, which in turn stimulate the imagination of “specialists.” The optimal composition of the group is from 6 to 12 people.
The purpose of brainstorming is to create new ideas, get best idea or the best solution, as well as searching for the widest possible range of directions for solving the problem.
The main task is to make it possible more and the most diverse in quality ideas suitable for solving the problem posed. Groups of 7-11 people are considered optimal.
ROLE-PLAYING GAME- this is a good development of behavior options in situations in which seminar participants may find themselves. For example, it’s a good idea to try re-enacting a situation where a group of friends persuades a teenager to try a drug (this exercise is described below). The game will allow you to acquire skills in making responsible and safe decisions in life. In a role-playing game, the participant plays the role of a character rather than his or her own. This helps a person to experiment freely and not be afraid that his behavior will be stupid.
1) Role-playing game must be meaningful to the participants.
2) It is necessary to take situations that can be resolved within the framework of the training.
3) - it is important to choose those individuals whom the group focuses on;
It is better to leave the unsure ones alone - they will join in based on the example of others;
In the first games it is better to include people who are more confident;
Obtained as a result of business games skills and abilities have more high degree digestibility compared to others traditional methods training.
The goal and task of correctional work clearly outlines the fundamental psychological and pedagogical position in relation to children: not to adjust the child to this or that educational system, and this educational system itself should be adjusted in such a way that it ensures a sufficiently high level of development, upbringing and education of all children.
3. BASIC PRINCIPLES OF PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION
The basic principles of psychocorrectional work in our country are based on those developed in domestic psychology fundamental principles that personality is a holistic psychological structure, which is formed in the process of a person’s life on the basis of his assimilation social forms consciousness and behavior (B.G. Ananyev, L.I. Bozhovich, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, etc.). The mental development and formation of a child’s personality are possible only in communication with adults and occur primarily in the activity that is leading at this stage of ontogenesis (in school childhood- game, in primary school childhood - educational activity). In the presence of certain, strictly thought-out conditions, all healthy children have the ability to develop. Both the educator and the teacher have no reason to explain the failures of their pupils or pupils by their poor mental development, their lack of abilities, since the development of children itself is largely determined by training, education, communication, and depends on the characteristics of the organization of these processes.
The following can be named as the main conditions for development.
1. Maximum implementation of age-related capabilities and reserves in the work of the teaching staff with students, based on the sensitivity of one or another age period, zone of proximal development, etc.
Thus, at primary school age, targeted education and upbringing of the child begins. The main type of his activity becomes educational activity, which plays important role in the formation and development of all mental properties and qualities. It is this age that is sensitive for the development of such psychological neoplasms like arbitrariness mental processes, internal plan of action, reflection on the ways of one’s behavior, the need for active mental activity or a tendency to cognitive activity, mastery study skills and skills. In other words, by the end of primary school age, a child should be able to learn, want to learn, believe in his abilities and have a passion for school and learning. positive feelings(in any case, school should not cause him disgust and fear).
The best basis for successful learning and development of a child is the harmonious correspondence of educational and intellectual skills and abilities to such personality parameters as self-esteem, cognitive and learning motivation. This correspondence is laid precisely at primary school age. Almost all problems (including underachievement, academic overload, etc.) that arise at subsequent stages of education are explained by the fact that the child either does not know how to study, or learning is not interesting to him, and his prospects are not visible.
2. Development in the educational process of individual characteristics of students within each age period - interests, inclinations, self-awareness (self-esteem, sexual identity, etc.), orientation, value orientations, life plans, etc.
Problem individual differences very complex. It is difficult to name at least one property, trait, or quality of a person that would not be included in the scope of this problem. It is known that children in the same class are very different from each other, and this is wonderful. The sameness of children should worry and alert the teacher: something is wrong here.
However central point V individual characteristics a person's abilities are his.
There is a huge variety of activities, each of which requires certain abilities for its implementation to be sufficiently effective. high level. The formation of abilities has its own characteristics at each age stage and is closely related to the development of the child’s interests, self-assessment of his successes and failures in a particular activity. The mental and personal development of a child is impossible without the development of his abilities. The development of abilities and personality development are interdependent processes. There are no children who are incapable of anything. All children are capable of learning, everyone healthy child able to receive general secondary education, master the material school curriculum. However, each child has his own path to developing abilities.
The formation and development of abilities requires patience on the part of adults, attention and careful attitude towards the slightest successes of the child. This is exactly what adults often lack! And they soothe their conscience with the common formula that ability is the exception, not the rule. But if education does not develop the child’s abilities, it is not education, it is some kind of organized pastime.
3. Creation at school of a psychological climate favorable for the development of children, which is determined primarily productive communication, interaction between the child and teachers, the child and peers.
Meaningful communication is less oriented toward any kind of evaluation or evaluative situations; It is characterized by non-judgment. Highest value in communication, this is another person with whom we communicate, a person of any age (even a small one), with all his qualities, properties, moods, etc. In communication, the main thing is respect for the right of another person (child, adult) to his individuality, already established or just emerging.
IN junior classes The nature of communication between teachers and students shapes children’s different attitude to his personality: positive, in which the student accepts the personality of the teacher, showing goodwill and openness in communicating with him; negative, in which the student does not accept the teacher’s personality, showing aggressiveness, rudeness or withdrawal in communication with him; indefinite, in which children have a contradiction between rejection of the teacher’s personality and a hidden but acute interest in him. The teacher should not be offended by the children’s unpleasant attitude towards themselves, but try to understand the reason for such an attitude. An adult should always take the blame for a dysfunctional relationship with a child. A professional analysis by the teacher of his words, actions, and experiences will help to grasp the reason for the disruption of contact with the child and restore this contact, which is very important for the normal educational process. After all, there is close connection between the peculiarities of communication between younger schoolchildren and teachers and the formation of their motives for learning.
A positive attitude and trust in the teacher make the child want to engage in learning activities and contribute to the formation of a cognitive motive for learning.
A negative attitude towards the teacher among younger schoolchildren is very rare, but an indefinite attitude is very common. With this attitude, children are delayed in developing cognitive motivation, since their need for confidential communication with the teacher is combined with distrust of him, and, consequently, of the activity in which he is engaged, in in some cases- with fear of him. These children are most often withdrawn, vulnerable or, conversely, indifferent, unresponsive to the teacher’s instructions, and lack initiative. When communicating with the teacher, they show forced obedience, humility, and sometimes a desire to adapt. Moreover, usually children themselves do not realize the reasons for their own experiences, unsettlement, and grief; Unfortunately, adults often do not realize this either. First-graders due to insufficient life experience tend to exaggerate and deeply experience the apparent severity of the teacher. This phenomenon is often underestimated by teachers at the very initial stage of children’s education. Meanwhile, this is extremely important: in subsequent grades negative emotions can be consolidated and can be transferred to educational activities in general, to relationships with teachers and friends. As a result, serious deviations in the mental and personal development of schoolchildren may occur.
Failure to comply with the above mental and personal development children in educational process leads to the formation of negative attitude to school, to learning, inadequate attitude towards themselves, towards the people around them. Effective training And progressive development personalities are impossible under such conditions. Correction of these conditions is required. Based on what has been said, we can move on to the formulation of the basic principles (or starting points) psychological correction.
The first principle is the unity of correction and development. This means that the decision on the need for correctional work is made only on the basis of a psychological and pedagogical analysis of internal and external conditions child development.
The second principle is the unity of age and individual development. It means individual approach to the child in the context of his age development. Correctional work presupposes knowledge of the basic patterns of mental development, understanding the meaning of successive age stages for the formation of a child’s personality. There are age guidelines for normal development. Normal development is understood as harmonious mental development appropriate to age. Such an approximate age norm largely determined by the cultural level and socio-historical requirements of society.
The value of every age is undeniable. It is the full experience of each stage of ontogenesis that guarantees the realization of the development opportunities of a particular age, which is decisive for ensuring all aspects of the formation of a child’s personality. But it should be taken into account that for each specific child, age acts as individual option development. This is based on the most important psychological patterns, which include: gradualism, unevenness of development, the presence of “latent” periods, when development occurs in a hidden form, inaccessible to observation and appears only after some time in the form of a sharp “spurt”, and the duration of these periods in children is different, individual rates are different both development in general and its individual properties, processes and qualities, the uniqueness of the emotional sphere and the strength of the child’s experiences of various life situations, and much more. Therefore, correctional work should be focused on a certain sample, a norm of normal development, but should not be the goal of “fitting” each child to this guideline right now, in this moment. The landmark presupposes a wide field of search and activity both in the space of the child’s capabilities and in the time of their actualization.
The third principle is the unity of diagnosis and developmental correction. The tasks of correctional work can be understood and set only on the basis of a complete diagnosis and assessment of the immediate probabilistic prognosis of development, which is determined based on the child’s zone of proximal development. Correction and development are interdependent. Activities aimed at solving problems of psychological correction can be called diagnostic-corrective or diagnostic-developmental work.
D.B. Elkonin (1981) noted that it is necessary special diagnostics, aimed not at selecting children, but at monitoring the progress of their mental development in order to correct detected deviations. He emphasized that control over the development process should be especially careful so that the correction of possible developmental deviations begins as early as possible.
Before deciding whether correctional or developmental work with a child is needed, it is necessary to identify the characteristics of his mental development, the formation of certain psychological formations, the correspondence of the level of development of skills, knowledge, skills, personal and interpersonal formations to age guidelines, the requirements of society, etc.
Psychodiagnostics helps to obtain information about the individual psychological characteristics of children, about the learning difficulties they experience junior schoolchildren, about the age-related dynamics of individual differences in children, including manifestations of sexual dimorphism.
Development in ontogenesis has a complex systemic character. Diagnostic examination It is precisely this that makes it possible to reveal a holistic systemic picture of cause-and-effect relationships, essential relationships between identified signs, symptoms of individual disorders, deviations and their causes.
A psychological diagnosis is made not only based on the results of a psychological examination, but necessarily involves correlating the data obtained with how the identified characteristics manifest themselves in life situations. Great importance when making a psychological diagnosis, it has an age-specific analysis of the data obtained, taking into account the zone of proximal development of a particular child.
The fourth principle is the activity principle of carrying out correction. This principle determines the choice of means, ways and means of achieving the goal. The activity principle is based on the recognition of what exactly active work the child himself is driving force development, that at each stage there is a so-called leading activity, in to the greatest extent promoting the development of the child in a given period of ontogenesis, that the development of any human activity(in our case, games and exercises) requires special formation(A.N. Leontiev, P.Ya. Galperin, S.L. Rubinstein, etc.).
This principle involves carrying out psychological and pedagogical correctional work through the organization of appropriate activities of the child himself in collaboration with an adult. So, to success in educational activities leads the child’s own activity, based on interest, curiosity, thirst for search, knowledge and discovery. Arousing such activity in school is not easy. But without it we can’t talk about any development. You cannot lead a child to success, to the development of abilities through violence, reproaches, decrees, orders... Correction is necessary educational process in terms of changing learning conditions, providing for the possibility of developing the child’s own activity in educational and cognitive activities.
All children are naturally gifted with the ability to develop: the ability to feel and perceive the world, the ability to think, speak, reason, imagine, remember, desire, feel, worry, strain, achieve, etc. But these abilities must be developed from the moment the child is born. The correctional efforts of adults both in kindergarten and at school should be precisely aimed at creating conditions for the upbringing and education of children that would fill, if necessary, the gaps and deficiencies in development that arose in the previous years of the child’s life.
Hence the fifth principle - the approach to correctional work treat every child as gifted. This principle means that children with whom psychocorrectional work is carried out should not be perceived as “second-class” children. They demand no condescension, no pity, no reduction general level learning, and correcting one’s development to the optimal norm.
Mobilization driving forces development occurs in a child when he feels that an adult believes in him, trusts him, includes him in decisions more and more difficult tasks and problems. At M.M. Prishvin has a very subtle saying: the person you love in me is, of course, better than me: I’m not like that. But you love, and I will try to be better than myself.
The formation of abilities, both general and special, is a very complex process; it has its own characteristics at each age stage and is closely related to the development of the child’s interests and self-assessment of his success in a particular activity. Unformed abilities and interests lead to underdevelopment of the individual. Correction of deficiencies in the development of the child’s abilities and interests - the most important direction psychological and pedagogical work.
PSYCHOTHERAPY, psychological assistance aimed at resolving emotional problems and based primarily on a conversation between a psychotherapist and a person seeking help. People turn to a psychotherapist both with relatively simple life problems and with serious mental illnesses, such as schizophrenia; most often they seek help for severe emotional stress.
In individual psychotherapy as the main tool therapeutic effects The psychotherapist acts, and the psychotherapeutic process takes place in the doctor-patient dyad. In the organizational aspect, individual psychotherapy differs from group (where the psychotherapeutic group also acts as an instrument of therapeutic influence), collective and family psychotherapy. Used within almost all conceptual and methodological directions in psychotherapy, which determine the specifics of the psychotherapeutic process, goals and objectives, methods of influence, methodological techniques, type of contact between the patient and the psychotherapist, duration and other variables ind.
