metaphorical cards. Psychological cards Individual card of a psychologist's client

essencepsychological counseling - psychological help psychologically healthy people in mastering various kinds of intra- and interpersonal difficulties in the process of specially organized interaction (conversation).

Goals of counseling: a) overcoming a specific psychological difficulty and b) personal growth 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-reflective 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. The 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 to achieve understanding by the client 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 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 correlation between the 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. 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! Turnkey solution I can’t offer, 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. specific situation. You'll have to tell a little about him too."

In the dialogue, a general story is compiled about the drawn little man, the young man Igor. As a rule, the basic information is taken from the specific situation of a 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 the effective means of activating the attention and position of a teenager or an older 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 forced me to 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 most often have to listen and agree ("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 turned OUT of 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 tell about something secret;

Avoid mentoring tone in conversation;

Do not resort to psychological pressure, using your authority as an adult;

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 the conditions of our complex reality, frequent, especially lately, attempts to die altogether. How can you help these teenagers?

You cannot communicate with teenagers from the positions of "psychologist-adult - teenager-client", or "teacher - teenager", or "parent - teenager". 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 much more. 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 , new road 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, 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 the 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 following issues will be discussed during the consultation:

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 Blank sheet paper. Relaxedly, with your left hand, draw an abstract plot - lines, color spots, shapes. At the same time, try to completely immerse yourself in your mood, choose the color and lines the way you want, in full accordance with your mood. Imagine that you transfer your mood to paper! When you finish drawing, 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 PHOTO Getty Images

Metaphorical or associative cards are a set of pictures the size of a playing card or a postcard with realistic images (this can be a photograph of a house, road or river) or abstract images. Maps are a professional psychological tool based on working with a visual metaphor.

At the sight of this or that picture, each person has his own set of associations, memories and fantasies, which the psychologist then interprets.

psychology:

Metaphorical cards help to find out what is the true reason for the anxiety of a person who has turned to a psychologist?

Tatyana Ushakova:

Maps are not a diagnostic tool, but a way of observing. I'll give you this metaphor: imagine a boy walking into a room holding a pink ball. He starts playing with him, throws him to us, kicks him, then hugs him and cries. Looking at his actions, we can draw some conclusions about the state of the child. But the conclusions are still based on our observations, and the ball is just a tool.

“What can you do about your injury? Just talk her out." Sigmund Freud

Metaphorical cards are like this pink ball - they help us to observe the client and make contact with him. And the client is helped to interact with himself, different parts of his personality - to contact each other.

We see how the conventional boy handles the ball, we see his attitude to the subject. How are cards handled? How do they help the therapist understand something about the client?

THAT.:

Here is an example. Yesterday a woman contacted me about a difficult situation in the family - her relationship with her child, with her mother, with everyone at once went wrong. I gave her a typical exercise: choose from a deck of portraits of people who remind her of members of her family. Not superficially reminiscent, but in essence. She chose for a long time, thoughtfully, then, at my request, she laid out these portraits on the table so that the distance between the cards corresponded to the degree of spiritual closeness of her relatives.

And suddenly, in the process, she discovered that she had not chosen herself, her portrait. "Where are you?" - I ask. "But I forgot about myself." And she suddenly realized this: “So this is really about my life. I tend to take care of everyone, but no one takes care of me. And I don't think about myself." And here are her own conclusions - this is the most valuable thing for me.

The purpose of working with metaphorical cards is not so much for me, a specialist, to understand the situation of the client, but to help the client see his situation - family, life - himself, as if from above (in psychology this is called dissociation) and draw his conclusions. Choosing cards, pronouncing what is happening in his life, a person is already beginning to calm down. Freud also said: “What can you do about your trauma? Just talk her out." Clients often admit: while I was talking, I myself understood everything about it. In general, it seems to me that awareness is one of the highest blessings that are available to a person.

What problems do maps help you solve the most?

THAT.:

It's not about the cards, there is no secret in them. The secret is what the specialist can do and what approach he uses. The cards go well with different directions work. They can be successfully used by psychodramatists, art therapists, narrative consultants.

When a person looks at the cards and tells why he chose them and arranged them that way, in the course of the story he himself often finds the answer.

Existential psychologists also use them. For example, helping a person with emotional burnout to return the meaning to work further, a psychologist can offer such an exercise. Asks the client to choose a card that characterizes his position at work, his role in the work process now. Then - choose a card that shows his former, at the very beginning of the work. Then the psychologist invites the client to evaluate the difference and think: how does he see his future career?

When a person looks at the cards (and 90% of us are dominated by visual perception) and tells why he chose them and arranged them that way, then in the process of the story he himself often finds the answer. And then we can lay out his next steps from the cards, and the client understands what needs to be done to make the dream a real, achievable goal.

And if a person has no dreams and generally no idea about his future?

THAT.:

Maps help to see it. I once worked with a 12-year-old boy, Serezha, who successfully underwent chemotherapy, and the problem with his discharge from the hospital was not so much his physical condition, but his mental one. He changed a lot in appearance: a handsome golden-haired boy turned into a bald, plump man with a puffy, moon-shaped face. Serezha was afraid to leave the hospital for the outside world, and it was necessary to somehow overcome his fear of returning to normal life.

From special construction cards, we began to draw up his portraits - how he sees himself in the past, before the illness, how he looks now and how he imagines himself in the future. Compiling a self-portrait before his illness, he laughed, invented something. The current portrait evoked heavy feelings in him, and the third portrait turned out to be extremely vague - he did not see himself in the future at all. Then, with the help of other cards, we made a plan of what he would do on the first day after leaving the hospital. Seryozha could not formulate what he wanted here either. And I offered to draw the card blindly - the result, as always, was very unexpected. His sense of humor turned on, and we laid out, day by day, a whole week of his life after the hospital. He laughed heartily.

Maps are useless when dealing with younger children preschool age

And then we went back to his portrait from the future, and he was able to compose it. The portrait turned out to be lively, optimistic, nice. If at first Seryozha accepted himself only in the past, now he admitted that he also likes himself in the future. He left the hospital feeling confident. Spent the whole week exactly according to our plan, and he was comfortable. What happened here? Life scared him with its uncertainty. And when Seryozha saw what events each day would be filled with, he felt good and calm. The cards helped make the future certain and attractive.

Are different cards suitable for different tasks and goals?

THAT.:

In general, any metaphorical cards are suitable for solving any problems. But it is logical, when it comes to promotion, to use maps depicting roads and paths. There is nothing irrational, magical in these cards. They are based on the traditional projection mechanism. It is launched when a person meets any object. But at the moment of thinking about moving through life, for example, maps depicting roads, forks, paths will help start this process faster.

The therapist and his client may interpret the same card in different ways. Does it interfere with work?

THAT.:

Of course, when looking at the map, different projections work for me and for the client, and this is the main insidiousness of metaphorical maps. That is why you need to learn how to work with them. It is very important that the psychologist understands that his personal projections have nothing to do with the projections of the client. Someone sees a cute girlish bouquet in the picture, and someone sees a funeral wreath. And if the psychologist does not understand the meaning that the client gives to the card, if it somehow annoys him, hurts him, this is definitely not the client’s problem, but it’s time for the psychologist to have personal therapy. Therefore, sometimes it is better for a psychologist not to even look at the map, so as not to give the client his projections and not confuse him. Misinterpretation can lead your work to the wrong place.

When can cards not be used?

THAT.:

I do not use them when working with clients with mental disorders, borderline conditions, epilepsy. In this case, the specialist's task is to bring them back to reality, put them on the ground, and metaphors here will be harmful. Maps are useless when working with children of primary preschool age - they have concrete thinking, they see in the image on the map only what is drawn there. Figurative, associative thinking develops closer to primary school, and even then not for everyone. And among adult clients there are those who have poorly developed figurative thinking, who do not perceive visual images.

About the expert:

Tatyana Ushakova - clinical psychologist, head of the department of psychological and pedagogical assistance to the population of the social rehabilitation center for minors in Sergiev Posad. Her experience with metaphorical cards is over 10 years.

To learn more

You can learn more about working with metaphorical cards at master classes and round tables of the Third Annual Conference "Metaphorical cards in the work of a psychologist". It is addressed to specialists with a basic psychological education.

date of consultation

Full Name _____________________________________

Age..17 years old

School №45

Class 11-B

the date 18.11.04

Health status:

a) healthy +, b) functional deviations, c) chronic diseases

The conclusion of the teenage doctor: Practically healthy. He is not registered with the dispensary.

II. Information about the world of professions:

a) full +

b) insufficient

c) missing

III. Having a professional plan:

Profession: nurse educational institution Donetsk medical school

IV. Formation of a professional plan:

a) formed +

b) partially formed

c) not formed

V. Awareness of the choice of profession. The profession was chosen consciously, independently.

VI. leading motives. Acquisition of knowledge about clinical manifestations, preventive measures and methods of treatment of diseases. To learn how to practically apply the acquired knowledge in order to provide medical care to sick people.

VII. Information from the "Optant Questionnaire":

Favorite activities: travelling.

preferred professions: doctor, nurse, programmer.

work experience: no.

the success of training in the disciplines:

natural: excellent precise: excellent

Humanitarian: good................... Labor: excellent

VIII. Interests and aptitudes of DCO:P 3 T 4 H 5 3 5 X 2

Map of interests:

IX. Communicative and organizational inclinations: Kk - 1,2,3,4,6;

K0 - 1.2, 3.4, 5.

X. Severity professional interests and tendencies:

a) are pronounced (in what field of activity?) in medicine

b) not expressed

XI. Features of behavior - communication, tolerance, organizational skills.

XII. Conclusion of the professional consultant:

a) optant does not need in-depth professional consultation (professional plan is justified, professional plan formed during the consultation process)

b) the optant needs in-depth professional consultation

field of activity, profession work in the field of medicine: doctor, nurse; psychologist.

Ways of professionalization medical school, medical institute; psychology faculty.

Fallback professional choice teacher.

Homework is to attend an open day at universities, get acquainted with the work of health workers in practice, for example, get a job as a nurse's assistant in a hospital during the holidays.

Contraindicated areas of activity ... work that requires physical exertion.

Psychologist-professional consultant:..Litvinenko O.O.

Conclusion: The optant is well informed in the world of professions, professional plan formed, the profession is chosen, the ways of obtaining it are thought out, there is confidence in the correctness of the choice. The choice of a profession is realized, which can be seen from the questionnaire of the optant - the plan corresponds to cognitive interests, professional orientation, individual psychological characteristics of the personality, adequate motives for choosing a profession are indicated and realized.

In the analysis of the study conducted using a differential diagnostic questionnaire, the subject's orientation to professions in which the subject of labor is a person is clearly traced, which also corresponds to the correct choice of profession.

Analyzing the data obtained during the diagnosis of cognitive interests according to the "Map of Interests" developed by A.E. Golomshtok can note a pronounced interest in medicine, mathematics (+6), as well as in physics, chemistry, technology and law (+5), and in such areas as metal and woodworking, geography, geology, transport, aviation, foreign languages and performing arts interest is denied (-6).

To assess the potential of the individual, using a questionnaire of communicative and organizational inclinations, the result (4 points) was obtained, indicating that the optant belongs to a group with a high level of manifestation of communicative and organizational inclinations, who do not get lost in a new environment, quickly find friends, constantly strive to expand circle of their acquaintances, help relatives, friends, show initiative in communication, are able to make an independent decision in a difficult situation. These qualities correspond to the chosen profession.

Therefore, the intentions of the optant must be supported, approved, and possibly additionally informed about the available educational institutions, admission rules. As homework It should be noted the importance of learning foreign languages.

It is also necessary to develop a fallback option - in my opinion, this is the profession of a psychologist or teacher. And also to determine the area of ​​professional contraindications - these are professions associated with physical activity; not recommended areas - performing arts, construction, metallurgy.

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 a secondary 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 completed child is pasted test task according to the Kern-Jerasik method. 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 and pedagogical commission is carried out at the request of the parents (legal representatives).

8. If the parents refuse to submit the child to TPMPC, a record is made in the card on the page “for special marks” about the results of a diagnostic study of the graduate’s readiness kindergarten to schooling.

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;

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

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. Teacher-psychologist of preschool educational institution it is necessary to fill in the lines with the appropriate parameters in 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 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 is lower than that of 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.

Topic: Preparation and conduct of psychological

Consulting, its stages and procedures

Plan

1. How to prepare for psychological counseling

2. How psychological counseling is carried out

3. The main stages of psychological counseling

4. Psychological counseling procedures

Exercises

Practical tasks

How to Prepare for Psychological Counseling

Preparation for psychological counseling includes the solution of a number of general and particular issues, with general questions relating to counseling in general, and particular questions relating to the reception of clients in psychological counseling.

Some of the most common issues in preparing for counseling include:

1. Choice of premises and equipment of the place for consultations. The equipment of the room includes providing it with chairs or chairs that are comfortable for the client and the consultant, preferably rotating, coffee table.

Chairs instead of armchairs are used if the time of consultation, i.e. joint work psychologist-consultant with a client is relatively small and during the consultation it is important to carefully monitor non-verbal behavior client. Preference is given to chairs when the counseling procedure is sufficiently long in time, and during the consultation it is necessary to create and maintain an informal atmosphere for communication between the psychologist-consultant and the client. In addition to furniture, in a psychological consultation it is desirable to have audio and video equipment in case there is a need to keep, listen to or view any recordings.

2. Supply of consultation with paper, copying equipment, a computer, everything necessary for fixing the course of counseling and its results, duplicating documentation, etc. In addition, in a psychological consultation it is desirable to have a calculator, which, in particular, may be needed when quantitatively processing the results of a client's psychological testing.

3. Equipping the place of consultation with the necessary documentation and providing the means of storing it, and in particular, a registration book, a client card file and a safe (a safe is also needed to store files with confidential information when using a computer). The registration log, the sample form of which is given in table 2 below, records general data about clients and about consultations. The card file (Table 3) contains personal data about each client obtained during the consultation as a result of questioning the client by a counseling psychologist. This data should be detailed enough to give an idea of ​​the client and the nature of his problem. A safe or a computer is needed so that they can store a card file of clients and other non-disclosure data.

table 2

Approximate form logbook worksheet

psychological consultation

Table 3

Approximate form of an individual customer card

4. Acquisition for consultation of a minimum of special, including psychological, literature. This literature, firstly, is needed so that the consultant psychologist can get the necessary information for himself and for the client directly from the primary sources in time and quickly enough, and secondly, in order to give the client the necessary literature for temporary use for the purpose of self-education . In addition, it is recommended to purchase for psychological counseling a number of the most useful popular publications on practical psychology, which the client would have the opportunity to receive here, and to receive psychological counseling for an additional fee and his own, permanent use on the recommendation of a counseling psychologist.

The design of the consultation room is made in such a way that the client feels comfortable in it. It is desirable that the premises for psychological counseling resemble something between an office and a home (a workroom, an apartment, a living room).

Special issues in the preparation of psychological counseling include the following:

Preliminary acquaintance of the psychologist-consultant with the client according to the data about him, which are available in the registration journal and in the file cabinet. An individual card for each client is usually filled out for the first time when the client goes to psychological counseling and comes to an appointment with a specific consultant. An entry in the client's individual card is made by the psychologist-consultant who conducts the consultation. He is also responsible for the confidentiality of information received from the client.

Preparation of materials and equipment that may be needed during the psychological consultation.

Obtaining additional information about the client from various available sources - such as may be needed during counseling.

Development of a plan for conducting a consultation, taking into account the individual characteristics of the client and the problem that worries him.

 

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