Topic 13. METHODS OF DEVELOPMENTAL WORK OF A PSYCHOLOGIST

13.1. Content and organization of developmental and corrective work

The developmental work of a psychologist is carried out in groups and individually. Group work includes trainings, psychological games, and individual work includes consultations.

Working with children is different from working with adults. For preschoolers, consultations are meaningless, so work with them is carried out in a playful way. Starting from adolescence, it is already possible to conduct consultations, and when working with adults, this is one of the main activities of a psychologist.

Modern psychology offers the psychologist a variety of methodological and meaningful approaches to corrective and developmental work with people, both with children and with adults. Development requires the intellectual sphere, attention, memory, imagination, behavioral aspects, personal, emotional problems, etc.

Abilities, psychological skills, mental neoplasms do not appear by themselves. They arise, develop, form only if a special environment is created, a special system of relations between people, and this environment and system of relations form desire, need, intellectual readiness. These qualities and processes acquire value only in systems of relations with the world, other people, and oneself. Accordingly, problems in learning, communication, psychological development arise in a person when conditions were not created for him in which he could develop certain qualities, or if in the future these qualities turned out to be unclaimed. Such "inferiority" of conditions may consist both in their low motivating potential, and in emotional unattractiveness or inconsistency with the intellectual capabilities of a person at a particular moment of development.

Speaking about the correctional work of a psychologist with a schoolchild, a psychologist, according to G.A. Zuckerman, "... forms not individual abilities, but those interpsychic spaces, passing through which the child becomes capable of new actions." (Cited in: Bityanova M.R., 2000). In other words, the psychologist creates or recreates the conditions in which new opportunities, the desired psychological skills or processes can be formed and become necessary for the child, significant in terms of building adequate relationships with the world and other people.

The conditions of corrective and developmental work cannot be reduced to training, "training" of certain components of the human mental world. They should include all the necessary elements of a full-fledged formative environment: emotional, reflective, motivational, meaning-forming, etc.

The conditions created in psycho-correctional and developmental work are the conditions for the formation of a need for new knowledge, the possibility of acquiring and implementing it in activity and communication.

There are two areas of development work:

1) actually developmental, aimed at all schoolchildren;

2) psychocorrectional, focused on eliminating learning and personal development problems identified in specific students.

The development of questions of the content and organization of developmental and psycho-correctional work with schoolchildren is carried out within the framework of three working principles.

1. The content of developmental and psycho-correctional work, first of all, should correspond to those components of the psychological and pedagogical status of schoolchildren, the formation and full development of which at this age stage is most relevant.

2. The content of correctional work must first of all correspond to those components of the psychological and pedagogical status of the student, the level of development and content of which is not consistent with the psychological, pedagogical and age requirements.

3. Developmental and psycho-corrective work is organized primarily on the basis of the results of psychodiagnostic minimums.

The implementation of the first principle, which allows the psychologist to identify priority areas of work with schoolchildren in various parallels, is based, on the one hand, on knowledge of the psychological patterns of the development of the psyche at a given age stage, and on the other hand, on the content of the student's psychological and pedagogical map. So, at the stage of adaptation in the initial stage, it is advisable to carry out developmental work, mainly of a cognitive content, as well as classes that contribute to the development of arbitrary regulation of the emotional and behavioral spheres. In the transition from the primary to the secondary level, cognitive development retains its significance, but the work on the formation of a new social and personal position of the student in terms of learning, relationships with peers and adults becomes leading. In adolescence, socio-psychological developmental activities, mastering the skills of effective communication become relevant. At this stage, it is important to work with the emotional-volitional sphere of the student: the formation of emotional and behavioral self-regulation skills, increasing self-confidence, developing the need for self-education. In work with high school students, work in a personality-oriented direction becomes the most significant.

When organizing work in the chosen direction, the psychologist should use the system of psychological and pedagogical requirements and decide on the content of the work. For example, first-graders must first of all form the ability to work according to the model and rule of an adult, focus on the entire system of proposed conditions, develop intellectual skills of generalization, comparison, finding the main feature, etc. In the course of exercises and tasks that require the student to concentrate and behavior control, regulatory skills are formed.

This working principle can greatly facilitate the process of preparing a psychologist for various forms of developmental work and make it more meaningful. Each exercise, taken from any development, can be evaluated in terms of its importance and expediency, depending on the system of psychological and pedagogical requirements. Further, the principles of the content of developmental work at school are proposed, the implementation of which requires the following sequence:

1) highlighting important parameters of psychological and pedagogical status;

2) analysis of the requirements for the content of these parameters at a given level of schooling;

3) development and selection of methodological techniques that can be used in developing work and a description of the requirements for them;

4) selection of specific exercises that meet the described requirements.

Below is an example of the content of developmental work in elementary school. In table. 9 shows the parameters of the first grader's psychological and pedagogical card, which are most important in developmental work, as well as the corresponding psychological and pedagogical requirements and requirements for the content of developing techniques and exercises.

The above also applies to psychological correctional and developmental work. The only difference is that in this case, the psychologist, based on the second working principle, composes the content of classes with the child, based on those status parameters in which problems such as the lack of formation of certain processes and skills, inadequate assimilation of the forms and methods of educational activity are found. or communication, ineffective use of the individual characteristics of this child.

Table 9

Psychological requirements for the content of developmental and psycho-correctional work in elementary school

Following this principle does not mean that the work should go only in one direction and only a certain parameter is subject to adjustment: it is holistic in nature and focuses on the development of the individual and his mental world as a whole. Corrective work with schoolchildren is very difficult to algorithmize, that is, to offer ready-made programs for solving certain problems. All psychologically disadvantaged development options are very different, so it is impossible to develop a correctional program suitable for everyone (unlike a general developmental program). In each individual case, the psychologist needs to solve an independent analytical problem: what type of problems associated with the psychological and pedagogical status do schoolchildren of this parallel have; with whom you can work in large groups, and with whom - in small, two or three people, or only individually; what content to fill the work with them, taking into account the peculiarities of their status, etc.

To facilitate this task, an algorithm for constructing correctional work is given below.

First stage. Determining the essence of the problem in terms of the status parameters affected and the nature of the difficulties themselves (lack of formation, mastering inadequate methods and techniques, failure to use individual characteristics).

Second phase. Development of ideas about the expected results of corrective work (tasks of the work).

Third stage. Techniques and methods of work that correspond to the tasks. Specific types of corrective work (exercises, techniques, tasks).

The third working principle is organizational in nature. It will be described in detail below (see 11.2), and now we note that the models of correctional and developmental programs are associated with diagnostic work both in terms of organization and timing. Corrective work is carried out immediately after the first and second stages of diagnosis, simultaneously with consultations with teachers and parents, which increases the effectiveness of this activity.

Earlier it was noted that correctional work can be carried out in two forms: individual and group. In this system, preference is given to group work, since in terms of corrective and developmental results, it has great potential and technical advantages.

Group work with both adults and children can be carried out both in the traditional form (classes of a psychologist with children) and in non-traditional (developing and corrective content is included in various types of intra-school interaction). Let's consider them in more detail.

13.2. Traditional forms of group correctional and developmental work (trainings)

Their main content is made up of games and psychotechnical exercises aimed at the holistic psychological development of the child and the solution of specific problems. An important element of the classes should be psychotechnics aimed at developing group structures and processes, maintaining a favorable climate, uniting and organizational development of the team. Group-oriented work is essential.

The psychologist must follow the process of the formation of the group as a psychological community, understand what norms and values ​​underlie it, be aware of the features of interpersonal interaction. It is in his interests to help form a mature group with an extensive system of relationships and a favorable emotional climate. To do this, throughout the entire period of existence of the group, it is necessary to pay attention to the development and maintenance of group dynamics. For this purpose, greeting and farewell rituals, warm-up exercises, games that require interaction, cooperation and joint search for participants, competitive exercises, etc. are used. But we must remember that the long existence of a stable group (both for children and adults) can lead to the development of such intra-group processes and relations that, being very important and significant for its members, will begin to conflict with the goals and objectives of the psychologist and hinder the realization of the main goal.

One of the problems of the content of developmental work is the question of the number of games and exercises used in the course of classes. It is noted that the greatest developmental effect is achieved when the potential possibilities of each exercise included in the lesson are used to the fullest extent, and not by increasing the number of exercises. This means that, on the one hand, the work should include complex, multifunctional exercises that allow solving several problems, and on the other hand, each exercise must be done several times, complicating it and transferring the functions of the leading participant. If the exercise is fully worked out, but children (adults) like it, you can continue to perform it until interest in it is lost.

Overloading classes with novelty and variety reduces the effectiveness and significance of the work being done. To prevent this from happening, it is necessary to develop a general structure of developmental classes (trainings): the ritual of the beginning of the lesson, warm-up, reflection of the last lesson, the main content of the lesson, the ritual of the end.

Starting and ending ritual. This is a very important moment of group work, contributing to the rallying of participants, creating an atmosphere of group trust and acceptance, which is very important for fruitful work. Rituals can be thought up by the group in the process of discussion or suggested by the psychologist. They must be performed regularly, starting from the first lesson. It is desirable that during the meetings the function of control over the implementation of the ritual passed to the participants of the classes.

The warm-up is a means of influencing the emotional state of the participants, their level of activity, and sets them up for productive group activities. It can be carried out both at the beginning of the lesson, and between individual exercises. The warm-up exercise should be chosen taking into account the relevance for this group and the upcoming work, because some exercises allow you to cheer up and set the person up for work, while others, on the contrary, are designed to relieve emotional stress.

The main content of the lesson is a set of psychotechnical exercises and techniques aimed at solving a specific problem. As mentioned above, preference is given to multifunctional exercises in which many points can be worked out, for example, the development of attention, social skills, personal comprehension, etc. The order in which the exercises are presented is also important, i.e. their sequence, and their number. The sequence of exercises involves a change in the psychophysical state of the participants: from a mobile to a calm one, from an intellectual game to a relaxation technique, etc. The exercises should be arranged in order of complexity, from simple to complex. It is desirable that their number was no more than three.

Reflection is an assessment of the lesson, which is given at an emotional level (liked, disliked), semantic (why did we do it, what did it give us). Reflection of the last lesson makes it possible to remember what was interesting and informative at the previous meeting.

To obtain positive results and greater efficiency, classes should be carried out 1-2 times a week for 4-5 weeks. The volume of classes depends on the request and the goals of the group (training) work, but preferably at least 10 hours.

13.3. Non-traditional forms of group developmental work

Non-traditional forms of group developmental work with schoolchildren differ from training and correctional developmental work in organization and content. These forms include educational psychodiagnostics and school-wide psychological programs.

Educational psychodiagnostics is group testing, psychological education and group consultation. These activities can be held both in class hours and outside of school hours. It should be noted that requests for these events come from both teachers and high school students.

The diagnostic material used can be varied in content: these are methods for studying personal characteristics and interpersonal relationships, and career guidance methods, etc. The data obtained in the course of educational psychodiagnostics are very informative and can be used in the preparation of correctional and developmental programs ( trainings), during consultations.

School-wide psychological programs are psychological olympiads, competitions, competitions and school-wide games of psychological content, a psychological club for children, various promotions and other events that a psychologist can develop himself, depending on the request.

The purpose of the psychological Olympiad is to involve the maximum number of schoolchildren in the formulation and solution of psychological problems. The Olympics is held in several rounds. Initially, this is not a competitive, but a developmental event, so the questions of the first round are posted a few days before the competition. It is desirable that the content of the questions be fascinating: decipher the meaning of gestures and postures, come up with different types of people according to the proposed criterion, etc. In the second round, psychological observation, imagination, etc. are tested.

Psychological competitions and competitions orient schoolchildren to demonstrate their psychological capabilities, cognitive functions (memory, attention, imagination, etc.), self-control and self-regulation, interpersonal interaction skills, etc. A multi-stage selection of participants is desirable: first within the class, then within the parallel and , finally, between parallels.

Psychological games involve the inclusion of the entire school in a certain psychological activity for a more or less long period of time. An example of such a game is the one-two-day game "Rainbow". Its content is related to the use of color diagnostics. In the morning, at the entrance to the school, all students and teachers were asked to determine their mood with the help of color and drop the square of the corresponding color into the common urn. There are two urns: one for students, the other for teachers. It is proposed to choose from several fixed colors (you can take four or five primary colors: red, green, yellow, black, gray). During the school day, after data processing, the results are posted in the form of a diagram. At the end of classes, the same procedure is carried out, and the next morning the evening results are posted and everyone compares the morning and evening data.

13.4. Individual work of a psychologist

Individual work includes psychological counseling and psychotherapy.

Psychological counseling is a special area of ​​practical psychology aimed at providing direct psychological assistance by a consultant psychologist in the form of advice and recommendations. Such assistance is based on a personal conversation between a psychologist and his ward and a preliminary study of the problem. The advice and recommendations offered by a counseling psychologist are designed to ensure that a person in need of help can independently use them.

The goals of psychological counseling are listed below.

1. Providing a person with prompt assistance in solving his problems. Sometimes people have situations that require urgent help from a psychologist. Such problems are called operational.

2. Assistance to a person in solving those issues with which he could well cope on his own, but nevertheless needs community advice based on common sense.

3. Providing temporary assistance to a person who needs a long-term and permanent impact, but for one reason or another cannot afford it. Help in this case will be prompt.

4. Assistance to a person who has an idea of ​​how to behave in a difficult situation, but doubts the correctness of the decision. In this case, he receives professional and moral support, with the help of a psychologist, his faith in his own strength is strengthened.

5. Providing assistance to a person when he has no other opportunity to get advice.

The tasks of psychological counseling are as follows:

▪ clarification (clarification) of the problem faced by the client;

▪ informing the client about the essence of the problem he has encountered, the real degree of its seriousness (problematic information);

▪ study by a psychologist-consultant of the client’s personality in order to find out whether he can independently cope with the problem that has arisen;

▪ clearly formulating advice and recommendations to the client on how to best solve his problem;

▪ providing ongoing assistance to the client in the form of additional practical advice offered at a time when he has already begun to solve his problem;

▪ teaching the client how best to prevent the occurrence of similar problems in the future (psychoprophylactic program);

▪ transferring to the client basic, vital psychological knowledge and skills, the development and correct use of which is possible by the client himself without special psychological training.

Most often, people who make up the middle class of the population turn to a psychologist. Usually they are not very well adapted to life, they have certain emotional deviations, which are the result of repeated life disappointments and frustrations. A person goes to see a psychologist when he does not know what to do in this or that situation, or is in a state of mental disorder, or it seems to him that something terrible is happening to him and his loved ones.

The reasons why a person turns to a counseling psychologist are as follows:

▪ he knows how to solve the problem, but is looking for emotional support;

▪ he knows what to do, but he needs professional advice;

▪ he does not know which method to choose to solve the problem;

▪ he just needs to talk to someone (most often these are lonely people).

Types of psychological counseling:

1) intimate-personal counseling - these are consultations during which a person solves personal problems (dissatisfaction with himself, problems of intimate relationships, etc.);

2) family counseling - this is counseling on issues related to family relations (optimal building and regulation of relationships in the family, prevention and resolution of conflicts in intra-family relations, etc.);

3) psychological and pedagogical counseling - aimed at solving the problems of raising and educating children;

4) business consulting, during which business problems are solved (choosing a profession, organizing work, conducting business negotiations, etc.).

Psychological counseling differs from other types of practical psychological assistance in that during consultations, the psychologist mainly gives advice, and their practical implementation is up to the client; the main psychocorrectional work is carried out by the client independently, without the help of a psychologist; psychodiagnostics is reduced to a minimum, mainly there is an observation of the behavior of the client; the psychologist-consultant is not responsible for the final result, but is only responsible for the correctness of his conclusions about the essence of the client's problem and for the potential effectiveness of the proposed practical recommendations.

Psychotherapy can be either individual or group. The psychologist plays an active role in ridding the client of problems, since it is he who takes the necessary actions, while the role of the client is passive. Direct personal communication between the client and the psychologist is necessary.

The psychologist is directly responsible for the final result of his work, since he himself is engaged in the correction of the psychology and behavior of the client, he implements his own conclusions and recommendations.

A psychotherapist engaged in practical correction is obliged to professionally master psychotherapeutic methods, since the main part of his work lies in their application.

Authors: Marina Khilko, Maria Tkacheva

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