Individual consulting technology. Features of technology and equipment for organizing and conducting practical, laboratory, individual classes, consultations and colloquiums

Consultation for educators

“Technology for conducting a master class”

Additional education teacher

MKDOU "Kindergarten No. 5 in Beslan"

Natalia Puchkova

Teaching means doubly learning.

J. Joubert

A master class is one of the forms of effective professional training for teachers.

In the explanatory dictionary of S.I. Ozhegov, you can find several meanings of the word “master”:

A qualified worker in some industrial field;

A person who knows how to do something well, deftly;

A specialist who has achieved high art in his field.

The last two definitions are closest to the teacher.

In modern pedagogical literature, the following components are included in the description of the concept of “teaching skill”:

Psychological and ethical-pedagogical erudition;

Professional abilities;

Pedagogical technology;

Certain personality qualities necessary for professional activities.

In modern conditions, a master teacher is a teacher who has research skills and abilities, knows the features of experimental work, is able to analyze innovative pedagogical technologies, select content and apply it in practice, the ability to predict the results of his activities, and develop methodological recommendations.

The foundation (basis) of pedagogical mastery covers the following main components:

Teacher's personality

Knowledge

Teaching experience

In the skill of a teacher, four relatively independent elements can be distinguished:

Skill as an organizer of collective and individual activities for children;

The skill of persuasion;

Mastery of knowledge transfer and formation of operational experience;

Mastery of teaching technology; (the ability to choose the right style and tone in communication, the ability to manage attention, a sense of tact, management skills, etc.).

In order to become a true master of his craft, a teacher must constantly study and learn from each other. And the best incentive for this should be the mutual exchange of professional experience, mutual training, and mutual improvement of their educational and teaching activities. In our opinion, the optimal form today is a master class. The “mutually” factor is especially important here. After all, direct reproduction, mechanical repetition of professional achievements today is practically futile; it will not give the desired effect.

It is important for a teacher to be able to effectively present his experience, broadcast it to as many colleagues as possible, and thus develop professionally.

Consequently, a master class is a unique form of building up a teacher’s professionalism in one or another specific area of ​​“pedagogical reproduction.”

In the pedagogical literature, there are several dozen definitions of the concept of “master class”.

Master class - (from English masterclass: master - the best in any field + class - lesson, lesson) - a modern form of educational training for developing practical skills in various methods and technologies in order to improve the professional level and exchange best practices of participants, broadening your horizons and introducing you to the latest areas of knowledge.

A master class is an effective form of transfer of knowledge and skills, exchange of teaching and educational experiences, the central element of which is the demonstration of original methods of mastering certain content with the active role of all participants in the lesson.

A master class is a special form of educational activity, which is based on “practical” actions of showing and demonstrating a creative solution to a specific cognitive and problematic pedagogical task.

A master class differs from a seminar in that during a master class the leading specialist talks and, more importantly, shows how to put a new technology or method into practice.

The purpose of the master class is to create conditions for the teacher’s professional self-improvement.

Master class objectives:

The transfer by a master teacher of his experience through direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity;

Joint development of the methodological approaches of the master teacher and techniques for solving the problem posed in the master class program;

Assisting master class participants in identifying self-development goals and forming an individual program of self-education and self-improvement.

Structure of the “Master Class”:

1. Presentation of the teaching experience of a master teacher

1. the main ideas of the technology are briefly characterized;
2. achievements in work are described;
3. the effectiveness of students’ activities is proven, indicating the effectiveness of the technology;
4. problems and prospects in the work of a master teacher are determined.

2. Presentation of the training system:

1. describes the system of training sessions in the mode of presented technology;
2. The basic work techniques that the teacher will demonstrate to students are determined.

The purpose of a specific lesson (lesson) will be determined by the teacher depending on what he will show.

Options:

1) Showing a lesson, extracurricular activity, elective, etc.

2) Showing individual forms of work that the teacher uses in his activities

3) Showing individual working methods

4) Showing innovative aspects of activity

Shapes:

Lecture

Practical lesson

Integrated (lecture-practical) lesson

3. Imitation game

a master teacher conducts a training session with students, demonstrating techniques for working effectively with students;

4. Simulation

independent work of students to develop their own model of a lesson (lesson) in the mode of demonstrated pedagogical technology. The master plays the role of a consultant, organizes and manages the independent activities of students. Discussion of the author's lesson (session) models by students

5. Reflection

Discussion on the results of joint activities of the Master and students

Final word from the master teacher on all comments and suggestions.

Conclusion

So, summarizing the above, we can highlight the most important features of the master class, namely:

1. a new approach to the philosophy of teaching, breaking established stereotypes;

2. a method of independent work in small groups, allowing for an exchange of opinions;

3. creating conditions for the inclusion of everyone in active work;

4. setting a problematic problem and solving it through playing out various situations;

5. forms, methods, technologies of work should be offered, and not imposed on participants;

6. a new form of interaction - cooperation, co-creation, joint search.

The form of work of the master class depends on the style of his professional activity developed by the teacher, which, ultimately, sets the initial starting point in the master class in constructing a general scheme for conducting this interesting organizational and pedagogical event.

And the initiative, desire and desire of a master teacher to present his experience in this organizational and pedagogical form will pay off handsomely with the opportunity to obtain the material so necessary for any true professional for creative reflection, for further consistent building of his progressive movement to the heights of true educational professionalism, active ascension through ways of continuous professional growth and self-improvement.

Social counseling has a number of features, distinguishing it from psychological, medical and legal counseling.

1. Social counseling is complex in nature, since it includes not only social information, but also elements of legal, pedagogical and psychological counseling.

2. Most often, families with low social status who have not just one, but a whole range of problems turn to social services for advice.

3. The consultant must have extensive legal information, for example, about social support measures that are currently provided to the family, as well as information about all services, institutions, departments of society in order to know which of them can be focused on and involved in solving client (family) problems.

4. Those who come for a consultation in most cases want a specialist to provide them with a quick solution to the problem, give them advice, but most importantly, confirm their own perception of the situation. Therefore, during a consultation, they often resist active involvement in the process of solving a particular problem, preferring to take the passive position of a person who shifts the solution to another (consultant). The consultant must not only be professional in the technology of conducting consultations, but also be competent in a wide range of issues with which potential clients may turn to him. Therefore, he must be able to use modern means of communication and information sources (Internet, e-mail, fax) in his work.

5. A social work specialist should focus on identifying the internal potential of the family and motivating them to actively and independently solve their own problems.

6. A social work specialist - consultant also serves as a mediator. Mediation activities are carried out when a specialist cannot offer ways and means to resolve the client’s (family’s) problems independently or in his institution (organization). If, as a result of the consultation, it turns out that the family is in a socially dangerous situation, the consultant is obliged to transfer it for further, more thorough work to other specialists of the relevant institution or organization in the field of social services.

A significant place in the system of training specialists is occupied by practical, laboratory, individual classes, consultations and colloquiums. Their main task is to consolidate, transfer theoretical knowledge into long-term memory, develop skills in a particular academic discipline, and master the apparatus of scientific research.

Practical lesson(lat. prakticos - active) - a form of educational lesson, during which the teacher organizes students’ consideration of individual theoretical provisions of the academic discipline and develops the skills and abilities of their practical application through individual implementation by students in accordance with the formulated tasks. This form of classes is conducted in laboratories and classrooms equipped with the necessary technical teaching aids and computer equipment.

The practical lesson must be well prepared. The teacher entrusted with these classes, in agreement with the lecturer of the academic discipline, prepares in advance the necessary methodological material - tests to determine the level of students' mastery of the relevant theoretical concepts, a set of tasks of varying degrees of complexity for students to solve.

Structure of the practical lesson: conducting preliminary control of students’ knowledge, skills and abilities; formulation by the teacher of a general problem and its discussion with the participation of students; solving problems with their discussion; solving control problems; their verification and evaluation. The grades received by the student in individual practical classes are taken into account when issuing the final grade in the relevant academic discipline.

The number of hours for practical classes in a particular discipline is determined by the curriculum. The list of topics for practical classes is contained in the working curriculum of the discipline. The number of students in a practical lesson should not exceed half of the academic group.

During practical classes, various teaching methods are used. Since the main task of this type of educational work is the formation of skills and abilities, the leading place should be given to various exercises (preparatory, trial, model-based, training, creative, practical, graphic, oral, written, professional, technical secrets.).

Practical exercises should meet the following requirements:

1. Ensure that students understand the need to possess basic theoretical knowledge.

2. Awareness of the need to develop skills that have a professional orientation.

3. providing optimal conditions for the formation of skills (sanitary and hygienic, didactic, educational).

4. Teaching students rational methods of mastering skills.

5.Securing the independent activities of each student.

6. Increasing systematicity and logical consistency in the formation of students’ skills and abilities.

7.Development of tasks for practical training with a clear professional focus.

8.Widely including creative tasks in the system of practical classes.

9.Systematic monitoring of students’ performance of practical tasks.

10. Constant encouragement of practical educational activities of students.

Practices should be abandoned when practical classes are of a collective nature: one student completes a task on the board, while others work at their workplaces. It is necessary to follow a more expedient and effective path: the teacher must clearly define the tasks, familiarize students with the methods of independent activity, and help them understand the algorithm of actions. And then it is necessary to organize the independent work of each student.

Laboratory lesson(lat. labor - work) - a form of educational lesson during which students, under the guidance of a teacher, personally conduct full-scale or simulation experiments and experiments for the purpose of practical testing and confirmation of individual theoretical provisions of the academic discipline, acquire practical skills in working with laboratory equipment, measuring equipment, computer technology, and master the methods of experimental research in a specific subject area.

Conducting laboratory classes requires well-prepared, specially equipped educational laboratories using equipment adapted to the conditions of the educational process (laboratory installations, mock-ups, etc.). Sometimes it is advisable to conduct laboratory classes directly in production, in a real professional environment (at a factory, in the field, at a research institute, at school).

Structure of a laboratory lesson: conducting ongoing monitoring of students’ preparedness to perform specific laboratory work, completing its tasks, preparing an individual report on the work done and defending it to the teacher. The performance of laboratory work is assessed by the teacher. Final grades for laboratory work are taken into account when determining the final semester grade in the relevant academic discipline.

Plans, technology and methods for conducting laboratory work are developed by the relevant departments. The number of hours for laboratory classes in a particular discipline is determined by the curriculum. The list of topics for laboratory classes is determined by the working curriculum of the discipline. Replacing laboratory classes with other types of training sessions is not allowed. The number of students in a laboratory lesson should not exceed half of the academic group. Each student must independently complete all laboratory work and document their results.

In the process of organizing and conducting laboratory work, the teacher needs to focus on the following points: the content of laboratory classes; providing laboratories and offices with the latest equipment that corresponds to modern production technologies; materials, reagents, instruments, apparatus; ensuring students' independence during laboratory work; compliance with safety regulations; teaching students how to perform this type of work.

Individual training session carried out with individual students in order to improve their level of preparation and reveal their potential creative abilities. This type of classes is organized according to a separate schedule, taking into account the student’s individual curriculum.

Forms, types, volume, methods of conducting individual training sessions, forms and methods of current and final control (except for state certification) are determined by the student’s individual curriculum.

Individual training sessions can be conducted from one, several disciplines or from a specific part of the discipline.

Consultation(lat. consultatio - seeking advice) is a form of training that provides students with the necessary assistance in mastering theoretical knowledge and developing practical skills by answering the teacher to specific questions or explaining individual theoretical provisions or aspects of their practical application. In terms of focus, it should be aimed at helping students master the methodology of a topic or section, as well as methods of independent educational work. The number of hours for consultations is determined by the curriculum and individual plans of teachers. Consultations are carried out by teachers who teach the relevant educational course, according to a schedule established by the department in agreement with the dean’s office. Faculty may provide counseling to groups of students or to individual students.

An important place in the organization of students' educational work belongs to the colloquium. Colloquium(lat. colloguium - conversation, conversation) is a type of educational work that involves determining the level of students’ assimilation of knowledge, mastering skills and abilities from a separate topic or section. The teacher invites a group of students outside of class time to the colloquium and, during the interview process, finds out the level of mastery of the material. This allows you to make adjustments to the lecture course and practical exercises.

The tutoring type of work with students is gradually being introduced into the practice of educational work of higher educational institutions. Tutor (lat. tutor, English tutor - I observe, I care) - this is a teacher-mentor, guardian who leads a small group of students, helps them in their studies, monitors their educational activities, and supervises professional training. Tutoring classes arose in colleges and universities in the UK (Oxford, Cambridge) and in US universities (Harvard, Bristol).

In domestic higher educational institutions, the tutoring system is rarely used. It is practiced mainly in conservatories and theater universities, where professional training in the main specialty (vocals, directing) is carried out under the guidance of a specific teacher throughout the entire period of study. During the accession of the national education system to the Bologna process, entry into the European educational space, the tutoring system is widely used in higher education.

Literature

AlexyukAM. Pedagogy of higher education in Ukraine: History. Theory. - K.: Lybid, 1998.

Kobilyatsky 7.7. Methods of educational work in higher education. - JL: Leningrad State University Publishing House, 1970.

Educational process in higher pedagogical school / Ed. O.G. Frost. - K.: NPUim. M. Dragomanova, 2001.

NizamovRA. Didactic foundations for enhancing students' educational activities. - Kazan, 1975.

Roginsky V.M. The ABC of pedagogical creativity. - M.: Higher. school, 1990.

Casting 3. Scientific foundations of the pedagogical process in higher education. - K., 2000.

ShurkovaM. Workshop on educational technology. - M., 1998.

The specificity of the work of emergency psychological assistance consultants lies in the non-standard emotional state of the person applying (here we can talk about the “peak” of a person’s experiences, their relevance at the time of the request). Based on this, the first place in the consultant’s work comes to the problem of stabilizing the emotional state of the subscriber, removing the “peak” of experiences. After which the specialist can work with the very reason for the request.

Active (or systematic) listening Mokhovikov A. N. Telephone consultation. - M: Smysl, 1999, p. 81. - one of the main psychological methods of working as a telephone consultant. It is a very special form of psychological assistance, potentially having the opportunity to reach the existential level. Just as the verb “hear” differs from the verb “listen,” which is similar only in sound, the ability to “listen” differs just as much from the professional skill “listen actively.”

Active listening is not only a professional skill, but also an art, and not every compassionate person can become a good listener and use this method effectively at work. Active listening should exclude edifying and moralizing attitudes.

Active listening involves mastering a number of specific techniques. American experts describe 4 basic techniques, which are quite simple, but at the same time require intensive training. Organization of the activities of emergency psychological helplines. - Omsk: State Institution "Omsk Regional Center for Social and Psychological Assistance to Minors and Youth", 2003. - 48 p. (see Table 1).

Table 1 Basic techniques for active listening

1. Encouragement. It should be minimally expressed and non-directive. This reaction is necessary in order to convey to the subscriber the interest of the listener and stimulate the continuation of the dialogue: “I understand,” “Uh-huh...”, “This is interesting...”, “Please continue...”, “What else do you want?” Would you like to tell me?”, “Hm-yes...”, “Mmm...”. Encouragement should not show the consultant’s attitude, agreement or disagreement, but only interest and disposition towards the subscriber. In face-to-face psychological counseling, the situation is the opposite - non-verbal actions are sufficient for approval: a smile, a friendly nod, a touch of the hand or a benevolent tilt.

2. Repetition or reformulation. Repetition is a reproduction of what the caller said, reformulation is an attempt to say the same thing, but in different words. In the latter case, one should be wary that the meaning of what was said may change. Therefore, it is better to reformulate it in the form of a question, then the subscriber will not be deprived of the opportunity to correct the consultant, and the consultant will be able to once again check the correctness of the verbal construction made. Usually, repeating the last word or phrase contains agreement and approval of the interlocutor. No matter how simple, trivial, or even tedious it may seem, repetition and restatement without additional interpretation is one of the best ways to train the ability to hear everything that has been said and receive feedback from the recipient about mutual understanding. It should be taken into account that the activity of listening naturally fluctuates during the conversation (“evenly floating attention” according to Freud) and some of what is said can be missed or distracted. Therefore, it is better to ask again in order to be sure of the correctness of what was understood and to give the interlocutor the opportunity to feel you again as an interested listener.

3. Reflection (or reflection). To reflect means to identify leading feelings or relationships that the subscriber may not say, but which lie in the context of his words. The reflective consultant becomes a kind of mirror and can show the subscriber what he does not notice in himself. To do this, you need to listen not only to the words, but also to the tone, modulation, expression and style of creation. The reflection is true if the consultant can put himself in the place of the interlocutor. It is important to obtain as much information as possible from the subscriber and ensure that he trusts the consultant, and then go beyond what he said. When the consultant catches what feeling the interlocutor is silent about, it is usually not difficult for him to report that he understands what is going on. After this, the interlocutor’s trust, as a rule, increases even more.

4. Generalization. This technique allows you to summarize what has been said. As a rule, an excited or shocked person may not notice that during the conversation several options for resolving the problem have already been considered, or, moreover, the consultant is already moving with him in a very specific direction, or some reasonable conclusion suggests itself . By focusing on this during generalization, the consultant helps the subscriber understand himself and bring him to the point where he is ready to make his own decision

Active listening is impossible without:

· the consultant’s desire to listen, which means he must understand that he will need time for this;

· his desire to help “here and now”, in the space of telephone dialogue;

· sincere desire to accept the feelings of the interlocutor as they are at the moment;

· the belief that a person can manage his own experiences and find his own solutions;

· understanding that the emotional manifestations of the interlocutor are transitory: anger can give way to despondency, and rage can turn into hope;

· acceptance of the unique personality of the interlocutor, who has an inalienable right to his own feelings, opinions, motives, as well as ways to overcome the psychological crisis.

IV. Dialogue in telephone consultation

Note that all helplines use one form of work - dialogue, the main form of human communication. Only if the speaker and listener are completely open to each other can they fully participate in what is happening, even if it only lasts a minute. It is at this moment that they feel a mutual connection and find themselves in the interhuman sphere.

Entering into dialogue also means choosing a language. Life requires a person to be collected and concentrated, does not allow one to relax, and constantly presents one with a choice. When making a choice, entering into a dialogue, a person speaks in words that bear the imprint of his individuality.

We can say that the main goal of dialogue during telephone counseling is to restore hope. And this means:

· Convince the person of the need for dialogue as a responsible act, because the alternative is suffering: the caller suffers and wants to get rid of suffering, but does not realize that by entering into dialogue, he will at least reduce it;

· orient a person to communicate with another person - otherwise loneliness arises;

· turn a person from the past to the present and the future: otherwise the alternative will be nostalgia or regression;

· encourage a person to follow his own unique path to his life goal - otherwise he will be faced with absurdity, helplessness, hopelessness from the lack of meaning;

· convince a person to make his choice in favor of life - otherwise the alternative will be destruction.

The telephone dialogue process is difficult to program in every detail. But knowledge of the main stages of dialogic communication is necessary for a consultant. It is impossible to predict in advance how and how communication with the interlocutor will turn out, and the consultant’s tense anticipation before the conversation is evidence of this. But, knowing the stages of a telephone dialogue, you can more effectively build a consultative conversation and determine its prognosis.

For practical use, the following stages of telephone dialogue can be distinguished: introduction; research of the subscriber’s feelings and problems; exploration of alternatives and solutions; completion of Mokhovikov A.N. Telephone consultation. - M: Smysl, 1999, p. 104.

Introduction to dialogue. They begin to communicate with the interlocutor. Active listening at this stage has the greatest share and is manifested primarily in understanding and openness towards the subscriber.

Exploring feelings and problems. It includes encouragement to explore feelings and problems, define them as clearly as possible, discuss them, and reflect on ways to change or correct them. As at the previous stage, an understanding, open and empathic attitude towards the interlocutor is maintained. Along with this, objectivity is of great importance in active listening.

Research solutions and alternatives. All parts of active listening are retained at this stage as mandatory background. “Brainstorming”—joint work to find solutions and alternatives to get out of a problem situation—is of decisive importance. Their discussion changes the emotional and rational attitude of the subscriber to the problem. The choice he ultimately makes must be supported by the consultant.

Ending the dialogue. This stage requires great skill of the consultant. You should briefly and definitely summarize the results of the conversation and consolidate the positive emotional changes in the interlocutor, showing their positive perspective. It is not necessary that all stages of a telephone dialogue be represented in communication - the subscriber can interrupt it at any stage, or it will end for reasons independent of both. It is very important that the consultant’s language must somehow correspond to the subscriber’s language. The use of words, phrases or even the subscriber's jargon is a way to bring psychological spaces into contact and the emergence of empathy. The words used by the subscriber do not simply state the situation, but have a special, often symbolic meaning or hard-won meaning for him. As soon as the consultant masters the caller's language, he immediately encounters a positive emotional attitude from the caller, who understands and believes that the interlocutor is becoming involved in his experiences. Further development of empathy and cooperation in dialogue are based on this belief and lead to changes in the state of the subscriber.

There is a well-known case from the therapeutic practice of Milton Erickson. One of his patients, George, spoke in such a way that his speech resembled verbal hash and was devoid of not only logical, but sometimes grammatical connections. For a long time, doctors could not achieve any changes for the better. Then the doctor also began to speak to George in his “verbal okroshka” language. Their conversations continued in this strange and meaningful manner. Gradually, correct, ordinary words and phrases appeared in George's conversation. Then Erickson asked: “So what is your name?” “Oh Donnovan,” came the answer, “and you should have asked me about it normally a long time ago.” So, day after day, the conversations were conducted in more and more understandable language, until George stopped talking nonsense.

In order to open the path to true dialogue, you must first of all be present in it and be completely accessible to the other without constraint, concealment or bias. Presence in dialogue means, first of all, linguistic conformity and identity.

Some callers use jargon during counseling conversations. The consultant’s professional attitude towards him should be twofold. He should know and understand slang expressions, as they can open the door to an empathic relationship with the interlocutor. However, the content side of jargon is limited, using it it is impossible to achieve constructive changes. Its use by the consultant is necessary only to achieve initial mutual understanding. As soon as it appears, one should choose to move away from jargon by using synonyms or similar words from the arsenal of normative vocabulary, the value of which for further positive changes is significantly higher.

Some subscribers widely use psychological and psychiatry terms to describe their condition, for example “stress”, “depression”, “phobia”, “drug addiction”, etc. Having passed into the sphere of everyday consciousness, they have turned from scientific concepts into frozen labels, walking cliches. They should be accepted, but after this the subscriber should be systematically encouraged to describe his condition or desired goals in specific terms of action (“I see”, “hear”, “feel”, “want”). For example, describing specific signs of existing depression makes them visible, tangible, measurable, that is, more accessible to awareness. In addition, the opportunity is created for their detached perception. Then the most significant signs of depression for the subscriber, for example, fear, are translated into actions (“What scares you now?”).

In a consultative dialogue, the contextual role of the question is very significant. It can perform, often against the will of those communicating, a variety of functions, for example:

· accuse

· advise,

· assign responsibility

· console,

create tension

· oppose,

· command,

· protect, etc.

· Throughout the counseling conversation, it is best to use open-ended questions. They allow the subscriber to quickly reveal his feelings and problems, giving him the freedom to respond in a way that the subscriber himself considers preferable. They help the subscriber understand the situation. (“how does this make you feel?”, “how did you react to what happened?”, etc.).

Questions starting with “what” and “how” encourage the caller, allow you to expand the joint discussion of problems and feelings, and clarify a difficult situation. You should avoid questions that begin with “why” - “Why did you have thoughts of suicide?”, “Why did you decide to call us?” In these questions there is a hidden reproach, accusation or censure. If they are asked by a consultant, they indicate his peculiar defensive reaction that prevents openness.

Telephone dialogue differs from a face-to-face consultation conversation. Since non-verbal bodily movements are excluded in telephone dialogue, various characteristics of the voice become of particular importance: tone, volume, tempo, timbre. During the dialogue, it is imperative to monitor the correspondence of the verbal and intonation manifestations of the interlocutors. The intonations and modulations of the voice correctly reflect the emotional state of the subscriber if he is fixed on his feelings.

Now it can be argued that social work in Russia has completed its formation stage and is actively developing, relying on the achievements of natural, social and public sciences. The created network of social institutions is designed to solve current personal problems at all levels of public life. Consulting occupies a large place in the activities of a social work specialist.

1. Counseling as a method of social assistance

As one of the methods of social work technology, counseling plays an important role in the system of social services for the population. The concept of method in scientific literature is used in two meanings. The method answers the questions: “How is the goal achieved?” and “How to achieve changes for the better and a high-quality solution to the problem?” On the one hand, the method in social work appears as a methodology, that is, the most general theoretical approach to research, to knowledge of the subject. In this sense, the method includes the use of patterns, principles, categories and concepts that form the basis of the theory of social work. On the other hand, a method refers to proven, practical methods of action that produce high-quality results when applied. It is these more private methods that include mediation and counseling.
Consulting as a technological way of solving social problems is a procedure often used in social work, in medical, legal practice by specialists in various fields in order to orient citizens, individuals, families, groups, communities through advice, indicating alternative forms of assistance, in determining goals and providing the necessary information.
Solving many problems in the practice of social work requires, first of all, information exchange with many specialists: doctors, lawyers, psychologists, employees of city services and institutions. The establishment and public recognition of social work as an important sub-sector of social protection of the population is largely determined by the strengthening of the role of social work specialists as consultants.
In social work practice, several types of counseling are encountered and widely used, namely:
general counseling of clients by social work specialists;
special counseling for clients on referral of social workers by specialists from social services or institutions;
training consultation for specialists of social services and organizations by employees of higher organizations and institutions. It includes working with staff, explaining the content of laws, social policies, programs, procedures aimed at improving social services for the population;
contractual consultation by specialists of social organizations on various organizational, economic, professional and other issues.
In its technology and form, consultation is an interaction between two or more people, during which the consultant transfers special knowledge and relevant information to the person being consulted in order to help him in solving pressing problems, as well as in preparing social forecasts, promising programs, etc.
The consultant's information can implement various consulting functions: be a catalyst and facilitator, accelerating and facilitating work, act as a means of mobilizing personal resources, and a means of forming motivation for action. Information received in time by the client can prevent the consequences of his alternative actions. And most importantly, for the most part, consultations help the person being consulted to comprehensively and objectively assess the problems facing him, understand them more deeply and make the optimal choice of action and behavior. The consultant helps eliminate the lack of information about the object and subject of research or transformation, equips the client with new approaches, innovative information and technology.
In terms of form, group and individual counseling are distinguished, and in terms of content - specific and programmatic. In the practice of social work, all forms and types of counseling are used, and in accordance with emerging problems, a combination of them can be used.
Specific counseling is carried out in cases where we are talking about a highly specialized problem of an individual, group, family, etc. In this case, as a rule, there is not only the transfer of additional information, which helps the counselee see the problem that worries him in a new way, but also provides support to the client. In practice, it often happens that the client needs moral and psychological help in order to translate the knowledge he already has into practical action.
As for program consulting, it can be defined as a two-way problem-solving process, during which the consultant helps an institution or organization to objectively analyze their activities, eliminate a touch of subjectivity in assessments and, on this basis, improve the quality of social services provided. The emphasis in this kind of consultation is on ways to ensure the reality of the activities in the plans, on ways to develop and provide effective social services, and not on the personal problem of an individual client, an individual person.
Another type of program consultation involves focusing on organizational issues. These are, for example, cases of difficulties of a moral and psychological nature, such as tension in relations between employees, which adversely affects the results of the team’s work and is fraught with the emergence of conflicts. Using a systems approach and conflict resolution techniques, the consultant assists managers and staff in diagnosing and organizationally solving emerging problems.
It should be noted, however, that although this method is effective in many situations, sometimes it can create additional difficulties. This happens if socio-psychological tension in the organization persists even after consultation or even intensifies. Then the feasibility of further attracting specialists for consulting turns out to be problematic. It is better to do this during the falling phase of tension, after a certain time has passed, in order to prevent new conflicts.
There is another form of consulting - a combination of concrete and program approaches. A social work specialist who uses this approach and form of counseling begins a specific type of consultation, helping social workers in solving the problems of individual clients. But during the consultation, the consultant quickly applies both additional information received and specific results, generalizes them and switches attention to solving program or structural problems related to this category of clients as a whole.
Counseling is a type of social work in which a social work specialist helps the client to study and understand the essence of the existing problem and offer various options that can be used to solve it.
The result of counseling largely depends on achieving mutual understanding between the consultant and the counselee. To do this, the following technological conditions must be observed. First, it is necessary that the consultant's position does not contradict the client's views. Secondly, it is necessary to clearly show the client that the actions that are expected of him will contribute to and correspond to the satisfaction of his needs and interests. Thirdly, all things being equal, people more easily accept the position of the person towards whom they feel an emotional positive attitude, and reject the position of the one towards whom they experience negative emotions.
Evoking an emotionally positive attitude from a client is an important task for a social work specialist. A social work specialist counseling a client should use special psychological techniques to gain trust and build mutual understanding. He must be able to listen, observe, and respond sensitively to the content and form of verbal and nonverbal communication.
To become an experienced consultant, it is not enough to be caring and understanding; you also need to skillfully apply the appropriate techniques and methods in practice. A good consultant must have seven qualities:
1. empathy, or the ability to see the world through the eyes of another person;
2. respect for the client, the ability to respond to the client’s problem in such a way as to convey to him the confidence that he can cope with it;
3. specificity, clarity;
4. knowledge of oneself and the ability to assist others in self-knowledge;
5. sincerity, the ability to behave naturally in relationships with the client;
6. compliance, that is, the ability to behave in such a way that the words used correspond to gestures, “body language”;
7. immediacy, that is, the ability to deal with what is happening at the present moment of the meeting.

2. Consulting process

Conducting any consultation requires adherence to the following basic principles:
Expediency and purposefulness. The consultation must have a specific goal, solve a strictly defined task or problem.
Voluntariness and unobtrusiveness. The person being consulted has the right to refuse the assistance of a consultant at any time. The effectiveness of a consultation is determined by the value of the ideas, not by the status of the consultant.
Methodological literacy and competence. The core of the technology of the counseling process is the establishment of a trusting relationship between the consultant and the counselee. A competent consultant must have broad erudition and be competent in the field of the problem being discussed, be able to conduct consultations methodically and convincingly.
Consulting is not a one-time event, it is a process. It extends over time, so several stages can be distinguished in this process. The main ones:
- identifying the reasons that prompted the client to seek advice;
- analysis, assessment and diagnosis of the problem;
- formulation of the problem and determination of the goals of the consultation;
- establishing a strategy and action plan;
- implementation of appropriate actions;
- evaluation of consultation results and conclusions.
Consultation in social work usually involves formulating recommendations, advice on the content, techniques and forms of behavior and life activity, on managing subordinates, and providing additional information to the client.
During the counseling process, you should not begin communication with the client with the words: “I think...”, “I feel...”. The golden rule is to listen to the client fully and then respond to the client's opinion, questions and problems posed. Only when the client demonstrates a need for help, analyze his actions and decide on advice and recommendations. In this case, it is appropriate to use the following phrases:
“Do you believe...”, “Do you feel...” to enable the client to listen to himself.
It should be borne in mind that the results of the consultation are greatly influenced by the opinion prevailing among the client’s immediate environment. The social environment, or setting in which a consultation takes place, can give rise to various associations and influence social assistance options that may have different effects on the effectiveness of the social work consultant's efforts: positively, negatively or neutrally. Anticipating the nature of the influence of the environment and circumstances is also part of the consultant’s task.
With the accumulation and enrichment of social work experience, the development of social services and the expansion of the range of services provided, a holistic model of counseling technology is emerging that meets the specific needs of the population and the national mentality. This is an evolutionary process of both quantitative and qualitative accumulation, which continues continuously, because the unique experience and knowledge of social work specialists is becoming increasingly important in the fields of education, health and social services.
The technology of counseling is very close to the technology of mediation activities of a social worker. Mediation as a type of activity is widely and successfully used in all spheres of human life: economics, politics, and in resolving social conflicts. The situation of tension, conflicts, disputes cause significant damage both physical, material, and social, moral and spiritual. To help the parties eliminate moral and psychological obstacles, reach mutual concessions and agreements, unite participants in a conflict or dispute to solve vital problems - the task of mediation.
Mediation is one of the functions of social work. There are certain organizational, methodological, psychological and moral conditions under which mediation and ensuring the effectiveness of joint actions are possible.
A social worker, due to the nature of his work, objectively acts as an intermediary between the state or public organizations, of which he is most often a representative, and the client who needs social assistance in solving a particular problem.
Currently, the need for the services of a social worker is especially great, which is due to the lack of stability in society, and in many areas. People need a variety of services from social work specialists, and they turn to them for mediation help on economic, administrative, labor, legal, domestic and other issues.
Mediation services can be grouped into such areas as mediation between the state, organization, institution and client; between organizations and institutions; between specialists of different departmental subordination; between clients of social groups and institutions, as well as interpersonal mediation.

3. Methodology of mediation

Social service specialists, in the course of their activities, establish and develop functional connections with various specialized organizations and institutions to which they can refer clients. A social work specialist, as an intermediary, must ascertain the compliance of the client’s requirements with the profile of the activities of those institutions that can provide professional, competent assistance.
This requires a diagnosis of the personal problem. Being aware of the nature of services that are provided to the population by various organizations and institutions is one of the responsibilities of a social worker. This allows him to quickly respond to a problem, evaluate it and give the client clear explanations of who can help him and how.
Mediation activities are carried out when a social worker cannot offer ways and means of resolving the client’s problems independently or in his institution. Then he recommends and facilitates the client's admission to the appropriate institution, organization or specialist who can authorize them.
Organizationally, the mediation activities of a social worker can be divided into three stages:
1. identifying the client’s problem, assessing the possibilities of solving it;
2. assessment and selection of the institution that can best solve the problem;
3. assisting the client in establishing contact and facilitating acceptance by the appropriate institution.
To increase the effectiveness of mediation activities, the social worker uses a number of practice-tested techniques.
1. The simplest technique is to provide clients with the most necessary information about the organization or institution:
their address and telephone number, last name, first name, patronymic of the specialist (if possible), explanation of the route and suitable transport. It is important to clearly explain exactly what the client can expect at this facility. This technique is constantly used when referring clients to general health institutions, social assistance centers, boarding homes, shelters, orphanages, homes for veterans, etc. The initiative to establish contact with the institution, arrange a meeting and conduct the meeting itself remains with the client.
2. A covering letter from a social service worker provides significant assistance to the client and the institution to which he is sent. In this case, the client has a clear description of the reasons and purpose of contacting the institution, and the institution has a clear idea of ​​what the client expects from it.
3. It is very useful to tell the client the name of the person to whom he should contact in this institution.
4. Before sending a client to an institution, you should call there first and provide the necessary information about the client.
5. It is useful if the client is accompanied by one of his relatives or loved ones, previously instructed by a social service worker.
These organizational techniques enable the client to quickly contact the necessary institutions and facilitate the search for the necessary social service institution.
The social worker, as an intermediary, is obliged to check and ensure that contact has taken place and assistance has been provided to the client.
- To do this, it is necessary that the client inform him about the results of the first contact with the institution, his attitude and assessment of the results of the visit.
- Until the client’s contacts become strong, the social worker must keep the situation under control.
Naturally, the above does not exhaust the techniques that help solve problems that a client may encounter in an institution. However, control by a social worker is very important for psychological support of the client. This helps him gain confidence, feel care and attention, which greatly contributes to defusing a possible conflict situation. These are some of the technological techniques for the mediation activities of a social worker.