1. In section 6.3. in the "teacher, psychologist" parameter, the teacher-psychologist makes one of the following entries (there should be no other entries):

– absolutely ready to study in the secondary general education school;

- Ready to study in a secondary school;

- conditionally ready to study in a secondary school;

- not ready to study in a secondary school.

2. On page 20, in the column "7 years (before school)" in the "Kern-Jerasik test" parameter, the total score based on the results of this test is prescribed.

3. Before page 23 “for special marks”, only the form with the test task completed by the child according to the Kern-Jerasik method is pasted. Do not paste any more forms with the results of diagnostics. They are kept by the teacher-psychologist of the preschool educational institution and can be transferred to another educational institution or to the hands of parents only upon a written request (application).

4. If, when performing tasks according to the Kern-Jerasik method, the child scored 7 or more points, additional diagnostics are carried out according to the method of M.M. Semago "Readiness for school" or according to the method of N.V. Nechaeva and I.I. Argunskaya "Selection of children in classes of compensatory education" (methods are offered to the teacher-psychologist to choose from);

5. If, when performing tasks according to the method of M.M. Semago child scored 17 or less points (according to the method of N.V. Nechaeva and I.I. Argunskaya - the level is below average), i.e. the child is conditionally ready to study in a secondary general education school; he is presented at the TPMPK.

6. Map entry in section 6.3. do after TPMPK on the basis of her decision.

7. The direction of pupils to the territorial psychological-medical-pedagogical commission is carried out at the request of the parents (legal representatives).

8. If parents refuse to submit a child to TPMPK, a record is made on the card on the page “for special marks” about the results of a diagnostic study of the readiness of a kindergarten graduate to study at school.

Kern - Ierasek - total number of points;

MM. Semago - the total number of points (if the child has a medical diagnosis of mental retardation, mental retardation - the study of the child's readiness for schooling is carried out according to the method of N.V. Nechaeva and I.I. Argunskaya "Selection of children in compensatory education classes")

N.I. Gutkin - describes the identified internal position of the student;

A brief description of the readiness of the child to study in a general education school is given;

The conclusion indicates the level of readiness of the child to study at school (conditionally ready to study in a secondary general education school; not ready to study in a secondary general education school).

You can indicate a preferred program of another type of education, for example, the fourth type (for children with visual impairments), or the sixth (for children with musculoskeletal disorders), the seventh (for children with mental retardation), or the eighth (for mentally retarded children).

The signature is put, the date of filling, the seal of the teacher-psychologist (if any).

9. Children are also represented at TPMPK if:

The child has not reached six years and six months, and the parents insist on education;

The child is more than eight years old;

10. The teacher-psychologist of a preschool educational institution needs to fill in the lines with the appropriate parameters on time. Do not use a marker! Next to the correction, write FIXED BELIEVE, signature.

Criteria for assessing a child's readiness for schooling:

• Absolutely ready to study in a secondary school- (motivational, intellectually, emotionally ready, also ready for learning in the field of communication).
• Ready to study in a secondary school- children have the right ideas about the school, but find it difficult to draw the right conclusions and generalizations. Speech development is sufficient, the child understands the educational task, but does not always perform accurately. At the same time, he has an even emotionally positive behavior in the classroom. He understands his mistakes and strives to correct them. The child willingly communicates, is recognized by peers, he is accepted into games.
• Conditionally ready to study in a secondary school- children who have fragmentary knowledge about the school, the desire to learn is based on superficial ideas, motivated by insignificant factors. They correctly pronounce the sounds of their native language, but grammatical errors are common. The speech is dominated by simple sentences. Tasks are perceived partially, not always on their own, they make mistakes when performing. The attitude to difficulties, to assessment, is not always adequate. Emotional behavior is unstable. There is shyness, shyness of the child in communicating with adults and peers, who, in turn, are not interested in communicating with this child.
• Not ready to study at a secondary school- Children know certain facts, outwardly attractive events and phenomena, but often not essential. The child has no desire to study at school, they prefer preschool activities. No mental effort is put into answers or “I don’t know” answers are given. Vocabulary lower than their peers. The child perceives the task not completely, not correctly. Makes significant errors in execution. Inadequately evaluates his work and relates to the assessment. Emotional-negative behavior prevails in the classroom. Has a negative attitude towards adults and children, does not see distance in relations with adults. Maybe closed. Inadequately responds to the comments of an adult. It is characterized by selfish motivation of communication, irritability, contacts from a position of strength, the desire to subjugate comrades.

Reading time: 2 min

Metaphorical cards are psychological pictures that depict people, events and abstractions that cause each person to have their own associations. Working with metaphorical associative cards refers to projective techniques, as it helps to reveal the individual mental contents of the client through the transfer to the cards. In identical pictures, one person who thinks positively and is in a good mood can see celebration, joy, delight, happiness and other positive contents, while another, having internal problems, will transfer them to cards and see some kind of tension, resistance, war, anxiety. A person projects his subconscious onto a picture without realizing it - it is this unawareness that in reality does not allow solving his problem.

Metaphorical associative maps are good because they are a translator of the unconscious to the level. The unconscious operates with images and pictures, while the consciousness thinks in units of speech - words, phrases. At the same time, unconscious processes are the largest part of the mental iceberg; only consciousness remains small part which no longer solves, but only explains unconscious impulses.

In, as a rule, generic, childhood traumas are hidden, which create prohibitions in a person for certain actions. A person may desire something, but the unconscious, following its goal of preserving life and mental balance, does not let him in, because a certain trauma has occurred here. Even another person could face danger, which can be preserved in the subconscious and will prevent the repetition of a negative, possibly, experience. With the help of pictures, you can extract what hinders the achievement of goals.

Metaphorical cards - a guide for a psychologist

How do metaphorical mind maps work? The person describes the picture that he pulled out at his request, the barrier is quietly removed. He does not talk about himself, and therefore relaxes, working with metaphorical associative maps releases painful blocked experiences that a person cannot raise in the usual way. Through the cards, pain can be detected, pulled out and worked through until complete healing.

Clients love interacting with metaphorical pictures because most of the time they need to relax and play, even this has a beneficial effect on their emotional state. If the client does not always take work with projective cards seriously, then professional work a psychologist can carry out colossal work with deep internal changes that the client will not be able to ignore in himself.

There are many different configurations, methods for laying out cards and sets. For example, the Persona deck is used when working with personal aspects and in constellations. In consultation with her, the psychologist asks the client to find a face that matches the current state, then the desired, problematic, or such that no one has seen the client. The client lays out and talks about the cards, then the psychologist offers to move them, if there is such a desire. There is also children's version decks - "Personita".

Oh cards contain not only pictures, but also frames for them with words. First, a frame is laid out, and a picture is placed on it, and the psychologist asks the client what they mean. The client is trying to understand this metaphor. However, there are no strict rules here, if the picture and the word for it do not connect in any way and do not resonate, the material did not go well - you can replace the picture.

There are card sets for dealing specifically with traumatic experiences, for finding resources, even blank sets for drawing what you want. Many card sets also have a digital option that allows you to consult remotely, saving the entire process in a presentation. It can be transferred to the client, he will be able to continue to interact with it, consolidating the results of the work.

Metaphorical associative cards even allow you to conduct an independent session, and you can use the cards in a very creative way, moving away from the instructions. Laying out and interpreting the cards, a person with experience begins to realize his current inner state, experiences, and attitudes.

The meaning of metaphorical cards

The law of metaphorical cards - the card itself does not mean anything, it contains what the client sees. Methodically, metaphorical cards are associated with the Rorschach test, in which the subject should examine the image in ink spots. Of course, each person begins to talk about himself, seeing what worries him. Over time, the direction has developed into a whole class of projective techniques that easily bypass the client's resistance, solve the problem of verbalizing the problem.

Metaphorical cards help to work when a person does not even find what to say about his own people at all, is defocused, cannot realize why he feels bad. Describing card after card, for example, using the six-card technique, when you need to describe each image in relation to the word laid out to it, the client usually understands by the sixth card what his problem is, what is worth working on, what is his main theme. Since the technique is projective, working with metaphorical cards has a big plus - there is no retraumatization. A person always talks about the map as about some object that is outside, he does not need to immerse himself in his experiences. Do not confuse metaphorical cards with divination, tarot cards and other esoteric techniques.

Metaphorical cards themselves do not reveal anything, except for what is contained in the unconscious of the person himself, and therefore they can help in finding internal solutions and resources, but they cannot answer whether something will come true from the outside without the intervention of the subject and his mental forces. To eliminate the association with Tarot cards, some psychologists have even begun to call metaphorical cards projective cards.

Metaphorical cards are also rarely used for psychodiagnostics due to compliance with the law that the metaphorical card itself does not carry any meaning, except for what the client sees in it.

How to work with metaphorical cards?

In the process of work, the psychologist as a leader asks leading questions, the client answers, describes the picture, verbalizing and then realizing his mental contents transferred to it. For example, a client asked to find his destination. The psychologist asks him to say his question and draw one picture from the "Person" set. The client turns it over and sees a person with ambiguous emotions. The psychologist asks to describe who he sees on the map, to tell what this person is like. After that, the psychologist offers the client to analyze how the description of the person in the picture corresponds to the client’s personality, what is the similarity.

If he saw something very unpleasant for himself in the picture, causing discomfort, he can immediately work out this problem, find a resource for it. For example, black hair for the client was associated with a difficult character, then the psychologist suggests that he choose one more card from the next “Person” deck to solve this problem, having expressed aloud before that the desire to find a resource that can help the most. For example, it turns out to be a card with a person covering his face with his hands. The client describes him as playing hide-and-seek, currently in the game, in a state of focus, anticipation that we all experienced as children.

If this is not enough for the client, he can choose other pictures in the open. For example, for self-confidence, he stops at the image of a person diving against the backdrop of the sun and fine weather. He is purposeful, his body radiates strength and relaxation, he feels good and enjoys his body. The card can even be placed on top of a previously drawn card that causes discomfort, as if overlapping it.

Having described the resource map, you can put it aside and look again at the first map that previously caused unpleasant associations. The psychologist asks the client to see what has changed on her. Surprisingly, what I didn’t like seems to soften - ugly hair becomes quite attractive, a prickly look becomes kinder. The client already reports that the person on the map has confidence, he is going in the right direction.

Often during the sessions, the picture changes literally before our eyes. If the client saw the facial expression tense, eyes sadly closed, then after interacting with the map, adding forces and resources, other states, the client sees calmness, even some kind of joy, relaxation, changes occur immediately in better side. As soon as he starts working with the cards, he seems to give a command to the subconscious, which perceives the images of the pictures and already at the conscious level returns the answer, as a result of which life changes occur.

Techniques for working with metaphorical cards

Metaphorical maps are a good working tool that, in an easy, relaxed way, reveals the deep contents of a person that he could not even tell right away.

There are many techniques for using metaphorical cards, moreover, you can freely invent new ones, use several decks at the same time. For example, if a person has laid out a card of the current state, and with it a card of the ideal, you can invite him to find a card and a transitional state that will allow him to achieve what he wants. You can ask questions and take out cards at random, you can look at the cards, simply explaining what you see on them. Each metaphorical deck usually has about 90 cards, so there are quite a lot of storylines that can be decomposed. Having great experience working with different sets of cards, the psychologist can choose the most suitable deck for each client and his problems.

In classical counseling work, the psychologist usually asks the client leading questions about each card, and the questions must be open-ended and not lead the client to the content that the psychologist himself could put into the card. For example, if a mountain or a volcano is shown on the map, the psychologist only asks what kind of mountain, what kind of volcano, where they are, what is happening there. Listening to the content of the client, at the end the psychologist finds out from the client, maybe he has something else about it.

There are also techniques that are mainly based on the game. For example, in the "Obstacles and Opportunities" technique, the psychologist acts as a leader and asks the players to select 5 cards blindly, without even asking any questions before that, without formulating requests. The game is associative, therefore there is no gain here, except, of course, the psychological benefit from the conclusions obtained. The psychologist asks the first player to look at the cards without showing them to others, and choose one that shows an obstacle or difficulty. For example, he chooses and lays out a card with a house, saying that it is falling apart. The task of the second player is to find among his cards and lay out the one that depicts an opportunity to solve the problem. The first player to present the problem listens and accepts the proposed solution. If it turned out to be, as he considered, inappropriate or insufficient, he reports this, the second player again offers an opportunity card. After the decision is made, the players change places.

After the game, the psychologist asks the players to analyze whether the game intersects with life, whether the participants have discovered any personal problems, as well as solutions for them. An explanation in front of other participants, therefore it is not necessary for him to be detailed, it is enough to understand the situation for himself, voicing a little. However, often even before that, participants understand what determines their choice of cards.

The next technique is called "The place and time of my dreams." The client is asked to choose one of the cards turned upside down, before that, you can also not formulate a request. Looking at her, he should think what kind of country it is, what time, whether ours, the past. What does he need to stay in this time. The client can imagine himself in it, as if entering the world depicted on the card, and walk around in it, look, even mentally take a gift for himself or a loved one. The psychologist asks again leading questions, asks what the client found useful for himself in this time, what resource he was able to replenish.

The Dead End Technique is suitable for finding a way out of difficult situations and analyzing recurring problems that the client cannot solve in any way. For determining current situation dead end, several cards are laid out open in front of the client, it is proposed to choose one that describes as accurately as possible Current state affairs. You should choose with feelings, the card that attracts the most attention. Having chosen, the psychologist clarifies what the client clings to on this card, where the eye is drawn all the time. Paying attention to this detail, the client should observe what emotions appear in him. Perhaps on the map he will also find something that he does not like, causes rejection, unwillingness to look at this element of the map. Next, the psychologist asks to talk about the situation depicted on the card and the hero of its plot.

The next alignment in this technique is the images of various doors as ways out of the situation. The client needs to select one and describe what the door is, whether it can help get out of the impasse, whether it is difficult or easy to get into it, whether it is open or closed for him. Then perhaps the client can imagine what is behind the door, describing their feelings. If for the client this door is not an exit, then the psychologist specifies where it can lead.

Then follows the layout of the cards on the issue, which prevents you from getting out of the impasse. Here the client can choose up to three cards, those that describe fears and blocks. The psychologist clarifies what the client himself means in each selected card, which, perhaps, frightens the client or hinders the search for a way out, asks to tell the story of each card, about the characters depicted on it, in order to reveal as much as possible what blocks the client, does not allow him to get out of a difficult situations. Often, secondary benefits of the client are also found on the cards, the psychologist asks him to think about what benefit he gets from remaining in this impasse, from which fear may protect him, what is even more terrible can happen in life if he nevertheless decides to change. By being aware of their fears, blocks, and secondary gains, the client can move on and have a chance to overcome the impasse.

The last alignment is resource. Again, there are several cards in front of the client with what can help get out of the impasse, make changes. The psychologist asks him to choose those that are support and resources for the client, on which he can rely, and after choosing, describe each. The client tells what is most interesting, positive for him on the card, what attracts attention, causes a surge of energy, gives strength. The psychologist suggests considering which of the depicted resources the client already has and which can be attracted, think about how the resource can be used, what can be done in the near future. The more detailed the client answers the questions, describing the map, the more meaningful he will get the result, the more interesting discoveries he will get about his dead end, about why he is in it, why he needs a dead end. This can become a point from which the client can even turn his worldview around.

With the help of associative metaphorical cards, you can work with the Shadow. The psychologist then asks the client to create a mental intention, and then choose himself from a deck of cards with faces, how the client now sees and accepts himself, then his opposite. The gender and age of the person depicted on the card does not matter, only his emotions are important. If the client finds it difficult to choose only one card for each of the incarnations, he can choose two or even several.

Describing the first hypostasis, the client tells what he sees on the card, what feelings and emotions are present on it. If the person depicted on it, according to the client, is looking at someone, the psychologist asks to choose from the deck the one he is looking at, what can be done in private, and then describe. Next, the psychologist leads the client to a description of the opposite card. Then he asks if the cards are correctly placed in front of him on the table, or if the client wants to change their positions. Most often, the client pushes back the opposite card, symbolizing his Shadow.

The psychologist asks the client to analyze the interaction of antipodal cards, asking if one card sees the other. If so, how do the personalities depicted on them relate to each other, is the opposite card of the main card needed, can the main card thank its opposite for something, what negative does the opposite card bring to the life of the main card, if you want to move it away.

If the cards do not see each other, then what needs to be changed in the layout so that they see each other. When the client changes the position of the cards, the psychologist will know what has changed in the main card. When the client talks about the negative qualities of the antipode, the psychologist listens, then offers to transform these qualities, replacing them with positive synonyms, and sums up, saying what positive grain was found, how the main card can integrate these qualities, how it will change after that, can it thank its own the opposite and what feelings after gratitude it experiences.

After the work done, it will be great if the client, on behalf of the main card, expresses gratitude to the antipode card for the transferred resource. Perhaps after that the client will again want to change the arrangement of the cards on the table or even replace one card with another from the deck.

This technique allows you to work out the shadow qualities of the personality, as a result, the client can integrate, accept his shadow side. The psychologist asks what the client feels in connection with the work done, how his feelings have changed after reconciliation with his previously repressed part.

Speaker of the Medical and Psychological Center "PsychoMed"

Sample graphs of the client card:

Name, age, contacts
Time of circulation, from where, why
Initial request
Client Observations: Appearance, Behavior, Authenticity
Personality structure: level of organization and presumptive type
Therapy plan on demand and by nature (according to Johnson, we supplement)
Map of complexes: main topics
Now lives with...
work, study...
parents, siblings...
early childhood...
school and relationships with others...
first sexual experience...
sexual relationship...
Dreams in therapy...
How transference manifests itself: fears, expectations, behavior
Countertransference - the psychologist's feelings in the session and about the client

A detailed description of the case should be approximately 40-50 pages long. The name of the client, age, insignificant circumstances must be changed in order to maintain confidentiality.

We begin the story with a description of the first session. Here we indicate the client's initial clinical impressions, provisional diagnosis and evaluation. psychological state, as well as any other relevant initial session information. Approximate volume 1-2 pages.

Then we turn to the description of psychological history. This section of the report should include the patient's life story prior to first contact with the therapist, including early childhood, major traumas, psychosocial development, major crises, professional problems and relationship problems, medical issues, and early attempts at psychotherapy. Approximate volume 12-15 pages.

Diagnosis and analytical formulation of the case. This section should include an approximate diagnosis (for example, according to DSM IV, or at least a characterological one according to Johnson or McWilliams) and a structural description of the client's psyche at the time the analysis began in the terminology and concepts of analytical psychology. Major complexes, development of the ego, persona and shadow, psychological type, the ego-self axis is essential important topics discussion. Approximate volume 3-5 pages.

clinical experience. This section should include all the most important topics of analysis as such. Of particular importance are the main dreams during the analysis and the interpretation of these dreams, the dynamics of transference-countertransference, the analysis of complexes, movements towards individuation, symbols and archetypal themes. Approximate volume 23-26 pages.

Completion or forecast. If the case is completed, then this section should provide an assessment of the final phase of the analysis. If the work has not yet been completed, then a forecast of future work should be given here. Approximate volume 2-3 pages.

(the rules for writing a case are taken from Murray Stein)

Primary interview from the book "Psychotherapy" Burlachuk, Kocharyan, Zhidko

1. Demographic block:

1) age;

3) ethnicity;

4) religious orientation;

5) education;

6) place of work and position;

7) marital status;

8) political views;

9) assessment of physical, social, material and spiritual well-being; 10) associative or metaphorical image.

2. Parents, siblings and other significant figures in the patient's life:

1) age;

2) ethnicity;

3) religious orientation;

4) education;

5) place of work and position;

6) marital status;

7) political views;

8) assessment of physical, social, material and spiritual well-being;

9) associative or metaphorical image;

10) five adjectives reflecting the patient's relationship with them.

Note: if any of the listed people died, according to the patient, it is necessary to collect as much information as possible about the causes and circumstances of death.

3. Block of personal history (main events in life).

1) Infancy and childhood:

Did the parents want the birth of a child;

Conditions in the family after his birth;

Earliest memories;

Family stories about the patient's childhood;

Problems of critical periods of development (eating disorders, toilet training, speech problems, motor activity disorders, nocturia, nightmares);

Favorite fairy tales and fairy-tale characters.

2) Latent period (7-12 years):

Health problems;

Social problems;

Problems in study;

behavior problems;

Favorite works of art (fairy tales, cartoons, etc.) and their characters.

3) Puberty:

Physical, social and psychological problems associated with maturation;

Progress and socialization during this period;

Self-destructive patterns (malnutrition, use of drugs, alcohol, drugs, suicidal impulses, antisocial behavior);

Family stresses of this period;

Favorite works of art (books, movies, plays, etc.) and their characters.

4) Adult life:

What was the choice of work (study) connected with?

How interpersonal relationships were built and are being built;

sexual relations;

Relationships with parents, siblings, children;

Current issues;

Favorite works of art and their characters.

4. Evaluation block:

1) how the relationship with parents influenced the formation of the patient's personality;

2) Was the patient's development hindered by any aspect of early experience?

3) what does the patient primarily wish for his children (child) in their later life?

5. Final block:

1) how did the relationship change during the interview?

2) what important question, according to the patient, did you not ask him?

3) ask if he was comfortable and if he wants to say anything about the interview.

6. Assessment of the patient's status (part to be completed by the interviewer after the interview):

1) first impression;

2) change of impression during the interview;

3) general impression;

4) assessment of the patient's openness;

5) how much you can trust the information received.

7. Conclusions:

1) main current topics;

2) areas of fixations and conflicts;

3) basic protection;

4) unconscious fantasies, desires and fears;

5) central identifications;

6) counter-identification;

7) unmourned losses;

8) the connectedness of one's own "I" and self-esteem.

Goals of counseling: a) overcoming a specific psychological difficulty; and b) personal growth of the client.

Two orientations (trends) in psychological counseling: 1) objective, 2) subjective (phenomenological). Differences between orientations: a) in goals (adaptation - life change, b) in the main focus of attention (behavior - experience), c) type of communication (explicit - implicit), d) in the idea of ​​the main means that determines change (reinforcement - awareness ), e) in the idea of ​​the role of psychological contact between the consultant and the client (important, but secondary - decisive), f) in terms (short-term - long-term), g) in explanatory models (causality - intentionality), h) in the idea of ​​"reality "(conventional - individual reality).

Variousmodels of psychological counseling: a) medical, b) pedagogical, c) diagnostic, d) social, e) psychological. The main characteristics, advantages and disadvantages of each model.

2. The main stages of psychological counseling

First stage. The goal is to establish psychological contact and conclude a contract between the client and the consultant. The main content of the stage: reception of the client, introduction (acquaintance), collection of primary information about the client, conclusion of a psychological contract (discussion of the goals, methods, duration, cost of counseling, distribution of responsibility, informing the client about his rights and obligations, discussion of confidentiality issues and its limitations) .

The stage of questioning the client. The goal is to understand the client's problem as best as possible. First part. The goal is to get the client talking. Its main content is: a) maintaining and deepening psychological contact with the client, b) stimulating the client to further story and deepening it, c) facilitating the targeted development of the conversation, d) understanding what is being reported by the client. The main techniques and means used by the consultant: direct questions, non-reflexive and active listening, empathic understanding, non-verbal and verbal encouragement of the client. The result of the sub-stage is the formulation of advisory hypotheses. Sources for advising hypotheses: 1) the client's story and observation, 2) the theoretical professional platform of the consultant. Second part. Its purpose is to test the proposed advisory hypotheses. Main content of this part: active search, collection, clarification of information confirming or refuting the proposed advisory hypotheses. Mainmethods and means used by the consultant: focused, focused, narrow questions; analysis of specific situations related to the psychological difficulties of the client. The result of the entire stage is a hypothesis about the sources and causes of the client's difficulties.

Stage of psychological impact . The goal is for the client to achieve understanding and overcome psychological difficulties. The main content of the stage: the use of various psychotechnical means to assist the client in understanding and overcoming his psychological difficulties. The main techniques and tools used by the consultant, depending on the direction of counseling (see below sections on directions in psychological counseling). The result of the stage and the entire consultation is the client's awareness of the sources and causes of his difficulties and the mastery of constructive ways of coping with them.

The final stage of counseling . Its main content: summing up the results of counseling, discussion of issues related to further possible contacts, farewell to the client.

3 . Consultant personality

The problem of the ratio of professional knowledge and skills of the consultant and his personality as a means of psychological influence on the client. Consultant as a model of a psychologically healthy personality for a client. Sincerity ("congruence") of the consultant. Personal characteristics of effective consultants. The problem of the influence of personal values ​​and life philosophy of a consultant on his activities.

How to start a conversation with a teenager or high school student?

For many psychologists, starting a conversation with a teenager or high school student is one of the most difficult situations. In the event that a student was brought to a psychologist by parents or a teacher, in the first minutes of the conversation, the young person either experiences feelings of inconvenience and resistance (“Why did they bring me to a psychologist? Am I crazy?”) Or demonstrates an indifferent attitude (“What should I talk about with a psychologist? I'm fine anyway"). It happens that a schoolboy or a schoolgirl, on the contrary, is waiting for ready-made advice from a psychologist and is tuned only to passive participation in the course of the consultation ("I'll tell you everything now, and the psychologist will advise me what to do").

Each time, starting a psychological consultation with a teenager or high school student, the psychologist solves the problem of "starting" the conversation, organizing a confidential, emotionally open conversation, neutralizing the internal resistance of his young client, activating his interest in analyzing his problems, and also forming his desire for an independent solution. own problem situation.

How to do it? I offer several methodological techniques that will help the school psychologist to actively start the consultation and direct it in the right direction.

Methodical reception "Let's think together!"

In front of the psychologist is a teenager or a senior student with a passive attitude. In order to neutralize the student’s desire to receive ready-made advice and activate his behavior, the psychologist begins the consultation with the following words: “Let's try to solve your problem together! I can’t offer a ready-made solution, we will discuss issues related to your problem and look for a solution together.

It would be great if we could have a conversation of equal people. Analyzing your problems, I can also experience difficulties, just like you. True, I have professional knowledge and life experience. I will try to help you. But the decision is yours to make."

Methodical reception "Psychological contact"

The atmosphere of the conversation should encourage the student to communicate and help him really feel psychologically equal with an adult. If the psychologist begins the conversation with the words: "Well, what happened to you again?" uttered in a "teacher's voice", with a strictly formal facial expression, the client will "work" establishing a relationship such as "teacher-student" and a psychological conversation will not work. To establish an initial emotionally positive psychological contact, it is advisable to ask a teenager or an older student a few neutral questions (about a new musical ensemble, a movie, etc.). From the very first minutes of the meeting, it is necessary to show that the consultant sees in his young communication partner not only a client, but, above all, an interesting interlocutor.

Methodical reception "Man"

Psychological consultation, if schoolchildren came "not of their own free will", but they were brought by adults, usually traumatizes children to some extent. The fact is that during schooling, the student is among classmates, "in the mass of the team" and this position is familiar to him. At the consultation, feeling that he is in the center of attention of an adult, he begins to worry, waits for reinforcement of his self-esteem, gets lost in the answers.

In this case, the reception "Man" is effective. On a piece of paper, the consultant draws a stylized figure of a man and says: “Look! This is your age. His name, for example, is Igor. Now we will discuss issues related to his problem. True, I know quite a bit about his specific situation. tell me a little about him."

In the dialogue, a general story is compiled about the drawn little man, the young man Igor. As a rule, the main information is taken from a specific situation. real client sitting in front of a psychologist. The tension of our client is noticeably reduced: we have to talk not about ourselves, but about a peer. And although he understands the symbolism of this action, nevertheless, the conversation becomes more dynamic and open. The fact that the student understands that similar difficulties are quite common in the lives of his peers also contributes to a decrease in internal tension. And if this is so, it is necessary not to be ashamed and pinched, but to discuss in order to solve them.

Methodical reception "Problem situation"

As one of effective means to activate the attention and position of a teenager or a senior student at a consultation, the psychologist can constantly emphasize the fact that not only the student, but he himself is currently in a problem situation. This state of affairs is quite natural, since really complex issues are resolved at the consultation.

In this case, the psychological conversation is carried out in the form of a two-phase conversation. At the first stage, the client's problems are discussed and the difficulties encountered are analyzed. The consultant and the student are in the subject, meaningful "plane" of the conversation.

If there are "dead ends" in the conversation, omissions, violations of mutual understanding, it is useful to move on to the second phase of the consultation. Here the psychologist activates the student's attention not on the problem as such, but on the course of the consultative conversation itself. He can ask such questions: "What problems did we manage to discuss with you and what was left outside of our conversation?", "Why did you agree with me then, but not now?", "Do you like how our conversation is going?", " Are you interested?", "What do you see the benefit of our conversation?"

In essence, the second phase of the conversation is reflexive: issues related to the course of the consultative conversation itself, the presence or absence of understanding between the psychologist and his client are discussed, points of view that impede mutual understanding are identified. In other words, the organizational and communicative "layer" of psychological counseling is analyzed and the events that took place in the psychologist's office are discussed according to the "here and now" principle.

Such a construction of a consultative conversation contributes to the development of communication skills in a teenager or a senior student, the ability to look at oneself "from the outside", as well as the desire for mutual understanding with a communication partner.

Methodical technique "Mirror"

Although the beginning of a consultation is always associated with certain difficulties, the psychologist finds himself in the most difficult position if his client refuses to talk at all. Distrustful and in a constant state of "protection from adults", the teenager says to the psychologist: "Why are YOU asking me all the time? My mother made me come to you, and ask her!"

“Yes, I don’t know anything!”, The teenager says, and he himself thinks: “I wish it all would end!”

"I don't understand why I did it!" - a ninth grader throws up his hands, and believe me, this is often true - an impulsive act.

"Why are you all messing around with me? After all, I'm just a fool! That's what my math teacher says to me all the time!" - the tenth grader smiles and looks inquisitively into your face. He is already used to the fact that adults do not understand him and rate him very low. Are you, as an adult, the same as others, or not?

So, from the very beginning - either silence, or a "communicative dead end", which is sometimes more difficult than silence itself.

In this case, the methodical technique "Mirror" can become quite effective. Based on some information gathered about the client, the psychologist begins to tell a story about another student whose situation is similar to that of the client in major ways. At the same time, it is important that the gender, age, and basic individual psychological characteristics of the fictional character really coincide with the characteristics of the person being consulted. The art of the psychologist here is to place and tactfully use in his story the facts that relate to the personal problem of the student. In addition, the direction of such a story contributes to the fact that the student spontaneously, imperceptibly for himself, connects to the story told by the psychologist: he began to correct, supplement something, agree with something, but would question something.

Despite the fact that a psychologist and a schoolboy compose a story "about someone else", a teenager, a young man or a girl, will be able to see himself in "this other" as in a kind of psychological "mirror". Such "mirroring" will help the young person to better understand himself, step back from his problems and see them with calmer and "objective eyes".

When planning a second consultation, you can invite the student to come up with a story about his peer and tell it at a new meeting with a psychologist. In this case, the consultant may ask his client to describe in more detail the situation in the character's family, his success at school, and describe relationships with friends and parents. In addition to the factual side of the life of the protagonist, the psychologist may ask the student to evaluate the actions and decisions of the hero of his story.

Methodical technique "Verbal space"

In front of a psychologist is a teenager or a senior student who is used to the fact that an adult usually talks a lot in a conversation with them, and they often have to listen and agree ("An adult is always right, even when he is not right at all" - so one told me teenager). Indeed, a teacher or parent, organizing an educational conversation with a teenager or high school student, talks about how to do or what not to do from what their young pupil or son (daughter) has done. As a result, the entire "verbal space" is occupied by an adult, the conversation is built as a monologue of an adult, in which initially there is no place for a young person to express his position. Physically present in the space of the conversation, psychologically the young man or girl is simply switched off from it.

The psychologist must take care of himself and try not to slip into a "global monologue". It is necessary to ensure that the "verbal space" that exists between the consultant and his client, according to the time of participation of the psychologist and the student in it, should be divided, as it were, into equal halves. To do this, the psychologist must be able to:

Do not talk too much and for a long time;

Ask your client questions in a timely manner;

Be able to pause, i.e. wait and be silent when the student himself finds the right words and decides to talk about something secret;

Avoid mentoring tone in conversation;

Don't resort to psychological pressure using your adult authority;

Argumentatively defend your point of view and accept the arguments of your young interlocutor.

Consultation with a difficult teenager (workshop)

The beginning of psychological counseling, especially for a "difficult" teenager, is always associated with great difficulties: how to establish psychological contact? How to organize mutually trusting relationships? How, finally,

In our difficult time, it is often with them, 11-15-year-olds. personal tragedies occur: unhappy love, a tough conflict with parents, leaving home, an acute feeling of loneliness, fragility and insecurity in our complex reality, frequent, recent times especially, attempts to get out of life altogether. How can you help these teenagers?

It is impossible to communicate with adolescents from the positions of "psychologist-adult - adolescent-client", or "teacher - adolescent", or "parent - adolescent". It is humiliating and painful for them. With adolescents, it is necessary to discuss their personal problems as openly, confidentially, sincerely and honestly as possible and together with them look for ways out of difficult problem situations.

And to be more precise, you just need to be friends with teenagers and communicate like human beings, on an equal footing, respect their interests, discuss their problems, argue with them and do a lot of other things. But the main thing is that it is necessary not to "educate" a teenager (in the traditional sense: to regularly chastise for violations in behavior and study), but to live with him (and he is waiting for this with all his might of his young, uncompromising soul) those problematic periods of life that he has. And such acutely problematic periods happen to all (just all!) Teenagers.

For an adult, a teenager next to him is a student, son or daughter, pupil, and so on. - this is, in fact, a Person, through communication with which an adult himself must understand something NEW - in himself, in his life, in him - a Young Person: he is destined to live after our departure.

Perhaps the parent will gain patience and become kinder and gentler to his "ward", son or daughter, and to all people in general. It is also possible that a parent (father OR mother) will suddenly feel that he himself has recently begun to live somehow boringly, stereotyped, timidly, focusing on norms and stereotypes, looking at his son, who greedily, with the powerful energy of incipient youth, is looking for his , a new path in life and a new way to live. It may be that the mother will notice for the first time that her daughter is stronger and more stable than her in character. And then the mother will approach her young daughter not as a weak "fool", but as an adviser, and perhaps even for help - to help the mother herself survive during the "family storm".

A teenager has his own LIFE TRUTH and LIFE ESSENCE. He runs in, breaks into the world of adults, and his jump into adult society is always on an equal footing. And he does not come empty-handed, but carries in them something very valuable - his own outlook on life, his new goals, new (often unexpected and unusual for us) life forms of behavior.

To approach a teenager "from top to bottom" is not to see, not to feel the novelty of life that he carries within himself. This is to immediately "block" communication and, what is there to hide, to provoke a teenager to fight with us, a tough fight, sometimes even cruel, where we most often remain defeated, because a teenager has his own LIFE MISSION - TO BRING NEW INTO SOCIETY. And even when a boy or a girl is taken away by a police car - even then! - he carried this NEW in his hands, we just didn’t see and didn’t understand or misunderstood and distorted something.

The use of psychodiagnostic methods in counseling adolescents and high school students

Methodology "Self-characterization" allows you to identify the actual relationship of a teenager or a senior student to himself and significant people.

Instructions: 20 positions are presented, which begin with the pronoun "I". The student must write a definition of himself for each position: "I - The average time to complete the technique is 15 minutes.

The situation of Masha K.

The girl looks outwardly prosperous: she dresses well, takes care of herself, is active, sociable, and studies well.

However, during a second consultation, it turned out that Masha's outwardly demonstrated behavior and her internal state are psychologically different, namely: Masha seeks to communicate more with her mother, but the mother does not accept her daughter, often criticizes her, scolds her for minor misconduct. Obviously, the critical attitude of the mother forms the girl's lowered self-esteem, which is manifested in her answers in the PP. 7,8,9,10,11,15,17,18. Masha is in an unstable, anxious state, often experiencing various fears (pp. 12,17,18). Relationship with brother is unfavorable (P.13). since the mother is emphatically attentive to her brother and cold to her daughter (the mother has a second marriage, the son is from the second marriage). To a certain extent, Masha is fenced off by a communicative barrier from the outside world (pp. 13,16,19). And of course, it is necessary to specially analyze the last answer of the girl (p. 20): a high degree of self-doubt up to self-abasement.

Of course, the results obtained using the "Self-characterization" methodology should be refined and deepened in the course of subsequent consultation conversations.

Polar profile technique recommended in situations where it is necessary to quickly identify the level of self-esteem of a teenager or high school student. In addition, filling out the methodology form is associated with the client's analysis of his own personal and intellectual qualities, the activation of his thoughts about himself, as well as a conversation with an adult about his strengths and weaknesses.

Self-assessment is carried out in a 10-point system. The profile of the obtained self-assessment is drawn graphically on the form of the methodology (see diagram 4). The technique is quite simple to use and process. On average, a teenager or high school student fills it out within 10-15 minutes.

Scheme 4

The subject of discussion at the consultation is next questions:

What qualities does the client evaluate either extremely low (by 1-

2 points), or extremely high (by 9-10 points);

As he himself explains his self-esteem, put down in

"extreme" scores (gives examples from the

natural life, refers to an authoritative opinion for him

adult or significant other, implies this self

assessment intuitively, without argumentation);

What qualities the client finds it difficult to assess and why.

On the same form of the methodology, the consultant can make

assessment of his client according to the selected parameters, and then organize a dialogue by comparing the obtained self-assessment of the client and the assessment of the psychologist. The most informative are those moments of the methodology in which the opinions of the client and the consultant fundamentally diverge.

An example of using the polar profile technique at a psychological consultation

Vitya K., a student of the 10th grade, completed the proposed methodology during the consultation (his self-assessment is shown in Diagram 5 by a solid line). The counseling psychologist also gave his assessments of intellectual and personal qualities Viti (dotted line).

In general, the evaluation of the psychologist-consultant is higher than the self-esteem of Vitya K. The average score given by the psychologist for twenty qualities fixed in the methodology is 6.5, and the average score given by Vitya to himself is 4.25.

The greatest differences in assessment and self-esteem are observed in the following qualities: quick-tempered - restrained (Vitya - 2 points, psychologist - 8). pessimist-optimist (2 and 6 points, respectively), anxious-calm (1 and 7 points), frivolous-serious (2 and 8 points), compliant-principled (9 and 5 points), weak-willed-strong-willed (2 and 7 points) , vulnerable-unflappable (2 and 6 points).

Consequently, Vitya evaluates himself as a quick-tempered, pessimistic person, anxious, somewhat frivolous, but principled. He also feels helpless and vulnerable. The psychologist-consultant saw his client as a rather reserved person, moderately optimistic, generally calm, serious, compliant, moderately strong-willed, and relatively calm. For other qualities noted in the methodology, the assessment of the psychologist and the self-assessment of the client basically coincide.

According to the results of such express diagnostics, carried out using the polar profile technique, the psychologist set himself the following tasks during the consultation: to increase the self-esteem of his client and his self-confidence, to reduce anxiety.

Method "Draw your mood."

In some cases, during a consultation, a psychologist needs to obtain data about the mood of his client. This technique can be especially useful when a teenager or a high school student does not communicate with a psychologist, they are constrained and clamped.

The psychologist addresses his client with the following words: "Please take colored pencils and a blank sheet of paper. Relax, draw an abstract plot with your left hand - lines, color spots, shapes. Try to completely immerse yourself in your mood, choose a color and lines like this whatever you want, according to your mood. Imagine transferring your mood to paper! reverse side write 5-7 words on a sheet that reflect your mood and, as it were, illustrate your drawing. When you write words, do not think for a long time, it is necessary that your words arise spontaneously, as if without much control on your part.

After completing the task, the consultant begins the conversation, based on the drawing of his client. The psychologist asks the following questions: "Please describe your drawing to me", "Do you yourself (yourself) like this drawing?", "If you don't like it, then why?" "In what place of the sheet could you (could) place your "I", i.e. yourself?" When analyzing a picture that reflects a bad mood, the consultant seeks to highlight its positive content (light or bright spots, free lines, the presence of empty spaces, etc.).

A psychological consultation card is issued in the event of a set of measures (diagnostics, conversations, consultations, etc.) at the request of a parent, teacher, administration or child. The map is compact, which allows you to summarize and analyze all the diagnostic and corrective work carried out.

1. Full name of the applicant ( parent, teacher)

2. Problem ( who/what is complaining about)

3. Anamnesis ( living conditions, features of development and education)

5. Personal characteristics of the applicant

6. Personal characteristics of the child ( from observations)

7. Psychodiagnostics ( conducted methods, their results)

10. Consultations with other specialists ( to whom it is directed, the result)

11. Full name of consultant

12. Dates of work ( taking into account psychodiagnostics, conversations, etc.)

Reporting documentation of a psychologist

According to the reporting, the administration judges the work of the psychologist as a whole. And if reporting is not kept, all types of work of a psychologist are not noted, the administration believes that the psychologist does not work much and, in general, “it is not clear what he is doing there ?!” Therefore, it is necessary, it is necessary to show the director and the administration that the psychologist is working tirelessly and not wiping sweat from his forehead.
It makes sense to maintain two types of reporting documentation - current(for the accepted reporting period - month) and final(per academic year). The current analysis of the work performed can be reflected directly in the registration part at the end of each month.

The structure of the monthly report completely coincides with the structure of the annual (final) report, so the preparation of the final report is not difficult. It is only necessary to summarize each unit of work performed for all months and enter the amount received in the appropriate section of the annual report.

According to the results statistical reports for each month and year it is possible to write corresponding analytical reports.

Such documentation of a teacher-psychologist (special psychologist) of an educational institution clearly demonstrates the content of the diagnostic, correctional and developmental work carried out.

The units of activity should be considered a report on the diagnostic work carried out, among which primary (deep) examination, dynamic and final individual examinations, conclusion according to group forms of diagnostic work, as well as report on intermediate and final results individual and group correctional and developmental work.

analytical report for the corresponding period of the psychologist's activity, the annual report on the work carried out should be considered. In our opinion, the monthly report should be presented only in statistical form.

We do not consider it necessary for a psychologist to necessarily use rigid structured reporting schemes.

Reporting documentation (conclusions on the results of the survey, analytical reports) are "external" documents (as opposed to the direct protocol of the survey, which should be considered exclusively "internal", which is an absolutely confidential document of a specialist), to which specialists who have direct relationship with the psychologist's client.

Form 10.

Statistical annual report

(mandatory form)

Approved:

"___" ____________2008

Director: __________

STATISTICAL PROGRESS REPORT
FOR 20/20 SCHOOL YEAR

Educational institution

Territory________________________________

The number of students (pupils) in the educational institution __________________

including the levels of education:

elementary School (junior group)_________________

middle stage (middle group) __________________

senior level ( senior group)___________________

(preparatory group) ____________

population teaching staff in OS _________________

I. PERSONAL DATA

P. VOLUME INDICATORS OF THE PSYCHOLOGIST'S WORK

III. METHODOLOGICAL SUPPORT

1. LIST OF METHODS USED

2. LIST OF USED CORRECTION AND DEVELOPMENT AND PREVENTIVE PROGRAMS

Report prepared

(Name of the psychologist or head of the PS)

Signature

"__" ____________ 200__

(Date of the report)

ANALYTICAL REPORT ON THE WORK OF A PSYCHOLOGIST TEACHER

1. Purpose, object, subject of research.
   Building a hypothesis.
   The choice of psychodiagnostic methods.
   Developer, diagnostician
2. Presentation of research results.
3. Analysis of the received data.
4. Conclusions and recommendations.

Analytical report of the teacher-psychologist of the preschool educational institution

Full name of the teacher-psychologist ___________________________

OU ______________________________________________

Target: _____________________________________________________________

Tasks:___________________________________________________________

__________________________________________________________________

Qualitative and quantitative analysis by areas of activity:

The results of the diagnosis of children in preschool

Accounting table psychological readiness children to school

Number of children in preparatory preschool groups(by the list) _________

Table of records of children's adaptation to kindergarten

The number of newly enrolled children in groups (according to the list) _____________

Table of accounting for correctional and developmental work

Consulting work accounting table

Table of accounting for psychoprophylactic work

Table of accounting for educational work

ANALYSIS OF THE ACTIVITIES OF THE PSYCHOLOGICAL SERVICE

_____________________________ for ________________ account. Name ___________________________________