Republic of Mari-El, Yoshkar-Ola RSU Republican Center for Social and Psychological Assistance to the Population
M. A. Efimova

“Every real life is an encounter. Human life and humanity begin to exist in this meeting, for the growth of the inner essence does not occur in the relationship of a person to himself, but in the relationship between one person and another, between people.” Martin Buber.
“Charity consists not so much in material help, but in spiritual support of one’s neighbor, that is, in his non-judgment and respect for human dignity.”
L.N. Tolstoy.
Telephone help for people in a state of psychological crisis arose half a century ago in London on the initiative of the Anglican priest Chad Ware. Currently, emergency telephone consultation services are available in almost all countries, which came to our country very late. Many people in our society still consider turning to a psychologist almost a whim, a recognition of their weakness, their inability to understand their problems on their own. In fact, counseling is a type of support, an act of trust, mercy; even the strongest sometimes need help, an opportunity to look at the situation with different eyes. Admitting that you have problems and want to sort them out is precisely a manifestation of strength, but avoiding them and ignoring them is a manifestation of weakness. A psychologist offers his time, attention, knowledge to another person, he will listen to his worries, fears, expectations, hopes, and help him find new ways to build the desired future. The very intonation of the psychologist’s voice - interested, friendly, warm - is conducive to trust. Over the 10 years of existence of our “Helpline” service at the Republican Center for Social and Psychological Assistance to the Population, we can conclude that this type of assistance is relevant and effective. Every year hundreds of people with disabilities turn to us for psychological support, most of them are women over 30 years old. Thus, in 2006, about 250 calls were received from disabled people, in 8 months of 2007 - 289, which is about 10% of the total number of calls received by the Trust Phone. The main problems are: worries about mental or physical illness, problems of relationships with close circles, self-acceptance (loneliness, lack or loss of meaning in life, worries about one’s appearance), social adaptation, material problems, etc.
Consulting usually includes three stages:
1. research the problem
2. a new level of understanding of this problem (it is suggested to look at your problem from the other side and think about how you can cope with it)
3. action (making plans and adjusting actions)
When experiencing a serious illness or disability, a person experiences different conditions; at the first stage, one of these experiences may be denial of the disease itself, this is a natural psychological defense, denial contributes to a person’s adaptation by eliminating a traumatic situation from his consciousness. When counseling such subscribers, you should use active listening, exploration of thoughts, feelings, and not analysis of the situation, since the interlocutor often does not realize what happened. Disability changes a person’s life, his habits, hobbies, alienates him from loved ones, so resentment may arise at the injustice of fate. Anger and resentment are also one of the stages of experiencing an illness; they temporarily protect a person. When listening to a subscriber who is overwhelmed by such feelings, you should not judge or direct your indignation at him, but accept his condition and offer acceptable ways to relieve painful experiences. The next stage of adaptation to illness is a deal. The energy spent on anger and denial is depleting, so the patient begins to look for concessions from those around him; these reactions help him come to terms with the inevitability of the disease. By doing his best, he hopes to get rid of the disease or improve his condition. When talking with such a person, you should accept this “game” and be an active listener, this will help you find ways to accept and integrate with this reality. Sometimes illness is perceived as a “hidden benefit”, as an attitude towards one’s own helplessness. This allows you not to take responsibility, not to change yourself, but to demand and receive the sympathy and help of others. Many disabled people experience a state of depression; it can manifest itself in a depressed state, feelings of resentment, guilt, and suicidal thoughts. A depressed person often experiences a state of hopelessness; it seems to him that nothing can be fixed, that nothing can be changed, that his destiny cannot be changed; he loses the goals and motivation of his actions. He shuns any new activity, blindly submits to unfavorable circumstances, gives up easily and ultimately fails, closing the circle. Problems accumulate and merge, interests narrow, and social activity fades away. Too lively encouragement in such cases is inappropriate; phrases should be simple, understandable, filled with care and understanding. It can be recommended to translate negative thoughts into useful alternative statements. You should not discuss the diagnosis, teach, or instruct. Advice also often turns out to be useless and causes a negative reaction. The first person to seriously study the role of negative thinking in the development of depression was psychologist Aaron Beck. He believed that vigorous activity was very important to get out of depression, and suggested that people suffering from depression schedule their daily activities to the nearest half hour, so that there was not the slightest opportunity to fill empty time with bad thoughts. Most doctors and psychologists recommend physical exercise to improve mood during depression, since muscle activity makes a person more cheerful and energetic. A good way to combat depression is deep relaxation. It helps you calm down and find inner balance. These methods are not difficult to perform and are feasible for everyone, and their effect when performed regularly is good.
Problems of relationships with others are also very significant for disabled people, especially older people; they often feel unnecessary, and there is a feeling of guilt and defenselessness. Many people worry about becoming a burden to their children and experiencing various kinds of violence on their part. The very fact that a person called means that he hopes for changes for the better. You should focus on what changes he wants, correctly understand and define his goals. It is important to encourage the subscriber to take new steps, to expand his capabilities, because often a person limits his limits: “I can’t do this,” “I have to live like this.”
About half of all calls that come from people with disabilities are calls from subscribers suffering from mental illness. Their integration is difficult, because the public consciousness considers them dangerous, combining the images of a “mentally ill person” and a “criminal.” Mentally ill people often experience hostility towards themselves and suffer from loneliness. Appeals from former patients of psychiatric hospitals can be divided into the following types: crisis situations (relationships with relatives, neighbors, society), deterioration of health (obsessive fears, aggression), the need for an interlocutor on various issues (issues of religion, the meaning of life, politics, etc. .). The psychologist's job in communicating with such callers mainly consists of patient active listening (without delving too deeply into an illogical conversation). The consultant's attention to the strange problems of patients evokes reciprocal trust and positive emotions. Mentally ill people can behave aggressively, express grievances, often suddenly stop talking, and then can call again, often they become regular callers. It is necessary to encourage any positive actions of patients (engage in feasible work, active recreation, motivate them to see a doctor, continue treatment). If the subscriber is in a relatively adequate state and addresses ordinary everyday problems, then a normal dialogue should be conducted with him.
Historically, people with disabilities were excluded from the normal life of society, felt like outcasts, not like everyone else, this led to the persistent formation of a negative image of “I”, low self-esteem, and insecure behavior. Requests regarding rejection of oneself as an individual are quite frequent, mainly such requests come from young people. As a rule, they experience financial problems, they do not have the opportunity to get a good education, there is no suitable housing, and there are few friends and personal relationships. Modern life requires people to behave independently, confidently, and have competent communication skills. Many people with disabilities do not have such qualities, and this is their problem, not their fault. Confident behavior is a way of direct, open communication between people; these skills are not given from birth, but are acquired in the process of education. During a telephone consultation, a psychologist can help find the causes of uncertainty and give recommendations for overcoming it. Confident behavior consists of a number of behaviors and can be learned, it provides the opportunity to express your rights, make your own choices, make your own decisions and take responsibility for your behavior.
You cannot solve a person’s problems for them, but you can learn to cope with them and help others by offering your help and support.
“Once upon a time there lived a man, he was a mystic and prayed to the One God. And as he prayed, a lame man, a hungry man, a blind man, and an outcast passed before him; Seeing them, he fell into despair and exclaimed in anger: “O Creator, how can You be the God of love and do nothing to help these sufferers?” There was no sound in response, but the saint waited patiently, and then a voice sounded in the silence: “I did something for them. I created you." (From Sufi proverbs).

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1 3. Discipline Psychological diagnostics and counseling of persons with disabilities 4. Type of tasks Tests, abstracts 5. Number of stages of competencies development (DE, sections, topics, etc.) 15 List of PC competencies 5 ability to organize and carry out psychological and pedagogical examination of persons with disabilities in order to clarify the structure of the disorder for choosing an individual educational trajectory PC 6 ability to analyze the results of a medical-psychological-pedagogical examination of persons with disabilities based on the use of various (clinical-psychological-pedagogical) classifications of developmental disorders, including for differential diagnosis PC 8 readiness to provide advisory assistance to persons with disabilities, their relatives and teachers on problems of learning, development, family education, life and professional self-determination Criteria and indicators for assessing competencies Knowledge of: scientific foundations of psychodiagnostics and counseling of persons with disabilities, principles of constructing diagnostic techniques for persons with disabilities, patterns of the process of psychodiagnostics and counseling of persons with disabilities, areas of use and application of psychodiagnostic techniques for persons with disabilities Skills: organize the process of psychological testing and counseling of persons with disabilities, select methods and technologies of counseling in accordance with the individual and age characteristics of persons with disabilities, work with computerized psychodiagnostic methods, predict changes and dynamics in the level of development and functioning of the psyche of persons with disabilities, professionally influence the level of development and characteristics of the cognitive and personal sphere of persons with disabilities in order to harmonize mental functioning, draw up a psychological characteristics of persons with disabilities Skills: use psychological methods examinations of persons with disabilities based on the principle of ontogenetic development, criteria for the selection of psychodiagnostic methods, conducting qualified psychological counseling of persons with disabilities, analysis of one’s activities as a professional psychologist in order to optimize one’s own activities Experience: adequate use of psychological methods in diagnosing persons with disabilities, counseling techniques persons with disabilities within the framework of educational and research practice Stages of developing competencies 1. Introduction to psychodiagnostics 2. Characteristics and classification of the main psychodiagnostic methods 3. Ethical problems in the work of a psychodiagnostician and consulting psychologist when working with persons with disabilities

2 4. Diagnosis of the intellectual development of persons with disabilities 5. Diagnosis of the personality of persons with disabilities 6. Diagnosis of interpersonal relationships of persons with disabilities 7. Diagnosis of dynamic aspects of behavior and activity of persons with disabilities 8. Corrective possibilities of psychodiagnostics 9. Introduction to psychological counseling 10. Theoretical foundations psychological counseling for persons with disabilities 11. Structure of psychological counseling 12. Techniques of psychological counseling 13. Psychological counseling for parents of preschool children with disabilities 14. Psychological counseling for younger schoolchildren and their parents 15. Psychological counseling for parents of adolescents with disabilities, boys and girls with disabilities Rating scale (1 point is given for the correct answer) “2” 60% or less “3” 61-80% “4” 81-90% “5” % Typical test task Option 1 1. The source of psychodiagnostics is a) experimental psychology b) general psychology c) philosophy d) dianetics 2. The natural experiment was introduced into psychology by a) G.I. Rossolimo b) P.P. Blonsky c) A.F. Lazursky d) A.P. Boltunov 3. Is not a poorly formalized technique a) observation b) conversation c) test d) analysis of activity products 4. Accuracy of psychodiagnostic measurements, as well as the stability and stability of their results in relation to the action of various extraneous factors a) standardization b) reliability c) validity d) objectification 5. Visual-effective and Visual-figurative thinking is assessed using a) verbal intelligence tests b) projective techniques c) psychophysiological techniques d) non-verbal intelligence tests

A )percentile b)mode c)statistical norm d)median 8. The principle of a teaching experiment for diagnosing mental development was developed by a) S.Ya.Rubinstein b)S.D.zabramnaya c)A.Ya.Ivanova d)I.Yu.Levchenko 9. Method of studying the subjective picture of a person’s life path and psychological time a) semantic differential b) scaling c) causometry d) modeling 10. Not a principle for constructing correctional and developmental programs a) awareness of mental activity b) gradualism c) representativeness d) individualization 11 .In counseling, the emphasis is on a) the independence of the client b) the spontaneity of the client c) the responsibility of the client d) the assertiveness of the client 12. In counseling, the best expert of personal problems is a) consultant b) psychotherapist c) client d) psychiatrist 13. The main task of the consultant is a) elimination psychological problem b) resolution of a psychological problem c) reduction of the intensity of emotions in a psychological problem d) change of attitude towards a psychological problem 14. A psychological problem is a) a phenomenon of subjective worldview b) a consequence of mental illness c) an objective phenomenon d) an artifact of human life 15. Psychological The consultant's conclusion must first of all contain

4 a) emotions of the consultant b) characteristics of the person being examined c) judgments about the client d) comparison of the client’s characteristics with the norm 16. For the client, the result of the consultant’s work, as he understands, does not become a) destruction of psychological defenses b) experiencing insights c) new knowledge about himself d) possibility of self-understanding 17. The advisory hypothesis is put forward a) at the first stage of consultation b) at the second stage of consultation c) at the third stage of consultation d) at the fourth stage of consultation 18. Is not a parameter of the advisory alliance a) emotionality b) confidentiality c) manipulativeness d) intensity 19. The active listening model does not imply a) the psychologist’s concentration on the interlocutor b) acceptance of the interlocutor’s feelings and thoughts as they are c) the consultant’s construction of his own concept of the interlocutor’s inner world d) mental attunement of the consultant to the client 20. In group counseling, the most common are a) existential groups b) t-groups c) self-help groups d) gestalt groups 21. When counseling a family, the psychologist first of all strives to a) regulate emerging disagreements b) reconcile spouses in conflicts c) train spouses to confront emerging difficulties together d) remove the psychological alienation of spouses Methodological materials , defining procedures for assessing knowledge Keys to test tasks Option 1 Correct answer 1 a 2 c 3 c 4 b 5 d 6 c 7 c

5 8 in 9 in 10 in 11 in 12 in 13 b 14 in 15 b 16 a 17 b 18 in 19 in 20 b 21 c Questions for the exam 1. Psychodiagnostics as a science. 2. Main directions of application of psychodiagnostics. 3. Main stages of development of psychodiagnostics. 4. Development of psychodiagnostics within the framework of psychotechnics. 5. Less formalized and strictly formalized psychodiagnostics. 6. Observation as a psychodiagnostic method. 7. Interview in psychodiagnostics. 8.Psychophysiological methods. 9.Tests, their characteristics, classification criteria. 10. Questionnaires and questionnaires. 11. Projective techniques. 12. Ethical standards for the work of a psychodiagnostician with persons with disabilities. 13. Distribution of diagnostic techniques. 14. System of moral and ethical requirements for psychological counseling. 15. Code of Professional Ethics for Consulting Psychologist. 16. Professional burnout syndrome of a consulting psychologist. 17. Basic approaches to measuring intelligence. 18.Nonverbal intelligence tests, their features and purposes of application. 19. Action tests when working with persons with disabilities. 20.Verbal intelligence tests: advantages and disadvantages. 21. Domestic research in the field of diagnostics of mental development. 22.Modification of the Binet-Simon scale. 23. Questionnaires when working with persons with disabilities. 24.Psychosemantic methods for diagnosing individuals with disabilities. 25. Projective methods for diagnosing individuals with disabilities. 26. Requirements for psychodiagnostic methods. 27. The problem of validity and reliability of projective methods. 28. Projective drawing methods in working with children with disabilities. 29.Interpersonal relationships as an object of psychological diagnostics. 30. Sociometric method in the diagnosis of persons with disabilities. 31. Questionnaires for diagnosing interpersonal relationships of persons with disabilities. 32.Diagnostics of child-parent relationships in families with a child with disabilities.

6 33. B.M. Teplov’s concept of studying the basic properties of the nervous system (OSNS). 34.Basic requirements for monitoring the formal dynamic characteristics of persons with disabilities. 35. Reliability and validity of psychophysiological techniques. 36. Hardware methods for diagnosing OSNS of persons with disabilities. 37. Form methods for diagnosing the strength and lability of the nervous system of persons with disabilities. 38. Basic methods for diagnosing mental states of persons with disabilities. 39. Correctional and developmental work in the activities of a special psychologist. 40.Principles of constructing correctional and developmental programs. 41.Assessing the effectiveness of correctional and developmental programs. 42. The place of counseling in psychological practice. 43.Main characteristics of psychological counseling. 44. Requirements for conducting psychological counseling of persons with disabilities. 45.Forms of psychological counseling. 46. ​​Limits of responsibility of the consultant and the client. 47.Professional and personal reflection. 48. Stages of psychological counseling. 49.Approaches to psychological counseling in foreign psychology. 50.Approaches to psychological counseling in domestic psychology. 51.Constructive and destructive customer complaints. 52.Short-term goals and objectives of counseling. 53.Basic principles of counseling. 54..Basic orientations of psychologists regarding the structure of the advisory process. 55.Electric model of counseling structure (B.E. Gilland). 56.Dynamics of the consultative process. 57.Rules for conducting a consultative conversation. 58. Stages of conducting a consultative conversation. 59. The relationship between psychological counseling techniques. 60. Monitoring by the consultant of the client’s implementation of recommendations. 61. Reasons for problems associated with raising children with disabilities in the family. 62. Stages of a consultant’s work with parents of a preschooler with disabilities. 63.Consulting on the main problems of preschoolers with disabilities. 64.Consulting on preparing preschoolers with disabilities for entering school. 65.Increasing the social competence of parents of a preschooler with disabilities. 66. Adaptation to the school requirements of younger schoolchildren with disabilities. 67. School maladjustment of younger schoolchildren with disabilities. 68. Relationships of a child with disabilities with the teacher and peers. 69.Psychological counseling for teachers working with primary schoolchildren with disabilities. 70.Psychotechnologies and psychotechnics in counseling adolescents and young men with disabilities. 71. Scheme for counseling a teenager with disabilities. 72.Consulting on problematic behavior of adolescents and young men with disabilities. 73.Consulting on emotional relationships in families with adolescents and young men with disabilities. 74.Consulting teachers working with adolescents and young men with disabilities. 75.Consulting adolescents with disabilities on school problems. 76.Consulting parents of teenagers, boys and girls with disabilities.

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Main goal of the work: Creating conditions conducive to protecting the physical and mental health of children, ensuring their emotional well-being, free and effective development of everyone’s abilities

An important element of psychological assistance in special education is psychological counseling (Latin consultation - advice on any issue). In order to clarify the content of the concept, it is necessary to note that in practical psychology, psychological counseling is considered as one of the methods of psychological assistance that has a recommendatory orientation, in contrast to psychotherapy and psychocorrection, which are in the nature of psychological influence and have a corrective orientation.

Psychological counseling is a complex, multidimensional process, and depending on the dominant goal, it can be carried out by different specialists. These can be psychologists, in which case the psychological model of counseling is taken as the basis, and multidisciplinary specialists in correctional pedagogy, when the pedagogical model of counseling is taken as the basis. Each of these specialists has knowledge that helps solve certain problems within their area of ​​competence. However, regardless of which specialist conducts the consultation, it is necessary to comply with the ethical principles and methodological approaches of psychological counseling, since this aspect should always be taken into account in the counseling situation. The determining factors in advisory work should be: a friendly and non-judgmental attitude towards the client, help and understanding; showing empathy in assessing the client’s value orientations - the ability to take his position, look at the situation through his eyes, and not just tell him that he is wrong; confidentiality (anonymity); the client’s involvement in the counseling process (T.A. Dobrovolskaya, 2003).

Currently, the main task of psychological counseling is to help a person identify his problems, which, being a source of difficulties, are usually not fully realized and controlled by him.

Psychological counseling is a complex dynamic process, the content of which depends on the subject of counseling (child, adult, healthy person or patient, etc.), on the goal set and the theoretical basis on which the specialist is oriented in his work. Based on this, several counseling models are conventionally distinguished.

Pedagogical model is based on the hypothesis of insufficient pedagogical competence of parents and involves providing them with assistance in raising a child. Diagnostic model is based on the hypothesis that parents lack information about the child and involves providing them with assistance in the form of a diagnostic report that will help them make the right organizational decisions (send the child to the appropriate school, clinic, etc.). Psychological (psychotherapeutic) model takes into account the assumptions that the problems discussed are associated with improper intra-family communication, with the personal characteristics of family members, and with a violation of interpersonal relationships. In this case, the help of a specialist consists in mobilizing the family’s internal resources to adapt to a stressful situation.

Psychological counseling as one of the areas of practical psychology arose relatively recently, in the 1950s, i.e. much later than the emergence of other branches of practical psychology - psychological diagnostics, psychological correction, psychotherapy. It is impossible to draw a clear line between the concepts of “psychological counseling,” “psychotherapy,” and “psychological correction”: their goals, objectives, and methods are closely intertwined.

Psychological correction, according to the most common definition in our country (and there are many of them, like definitions of psychotherapy), is the activity of a psychologist to correct the characteristics of mental development, which, according to the accepted system of criteria, do not correspond to a certain optimal model (A.S. Spivakovskaya).

Psychotherapy is considered by many as a narrower concept, as a method of treating mental and psychosomatic (i.e. caused by mental factors) diseases. However, now this concept is expanding, and the psychological model of psychotherapy (as opposed to medical) involves helping people through psychological means in a wide variety of cases of psychological distress (internal conflicts, anxiety, communication disorders and social adaptation in general, etc.). With this understanding of psychotherapy, it is very closely related to psychological correction and psychological counseling, and it is no coincidence that many psychologists use these terms as synonyms.

Within the framework of our proposed conceptual model of the system of psychological assistance to persons with disabilities (I.Yu. Levchenko, T.N. Volkovskaya et al., 2012) psychological counseling is considered as a special technology aimed at transmitting information to parents, teachers and persons with developmental disabilities themselves. In order to carry out psychological counseling, it is necessary to obtain information about the psychophysical characteristics of a child with developmental disabilities, therefore the counseling procedure is always preceded by a diagnostic stage, during which the necessary information is collected. Since psychological counseling includes three areas (consulting parents, consulting teachers and counseling people with disabilities), it is necessary to take into account that each area has its own characteristics.

The most developed direction is parent counseling, having children with developmental disabilities. This direction was mainly developed by E.M. Mastyukova, I.I. Mamaichuk, V.V. Tkacheva, etc. The main feature of counseling parents raising children with disabilities is the need to prepare them for productive cooperation with specialists from the service of psychological and pedagogical support of the correctional educational process.

The leading method of counseling family members is a conversation, during which the necessary information is conveyed. When organizing such a conversation, it is necessary to follow the sequence of steps:

1) preparatory, during which a trusting relationship is established between the psychologist and the client;

2) the main one, on which the necessary information is transmitted;

3) final, during which a program of activities for parents, psychologists, and teachers is jointly developed.

For the procedure to be effective, it is necessary to comply with certain rules that relate to both the ethical and substantive aspects of counseling: the attitude towards parents must be correct, respectful, aimed at creating an atmosphere of mutual understanding, information for counseling must be carefully selected. Information that is incomprehensible to parents and information that may mislead them should be avoided; when transmitting information, negative assessments of the activities of other specialists should be avoided.

Compliance with these rules allows the specialist to avoid typical mistakes when counseling parents, including:

Using negative assessments of the child;

Exaggerating the child's capabilities and abilities, unnecessarily

an optimistic forecast of its development;

Attempting to take any action other than presenting

information.

Consulting can be either an independent activity of a special psychologist or a stage preceding correctional work. During the consultation, based on an analysis of the parents’ behavior, it is possible to select participants for future correctional groups.

Personnel consulting so far it has been extremely insufficiently developed. Technologies are not defined. Basically, counseling is carried out at the initiative of the teacher. It can be carried out in the form of a conversation, in the form of a written text. The second is more informative. Recently, group counseling of teachers has become practiced and has proven itself well, when information about the characteristics of children is communicated to their teachers in the form of a lecture or during a round table (T.N. Volkovskaya).

Counseling for adolescents with developmental disabilities begins at age 12. There are three areas in which adolescents seek advice. Career guidance is the question of choosing a future profession. Most teenagers have unrealistic professional needs, without taking into account their characteristics. Therefore, before counseling, it is necessary to study professional intentions and inclinations, discuss the results with a doctor and teachers, and during counseling, reorient the teenager from unrealistic professional intentions to a profession accessible to him. For many teenagers, unrealistic professional intentions are formed in the family, so after counseling the teenager, it is necessary to consult the parents. The second question is the experiences associated with the defect. In this case, the main method may be a confidential conversation, during which it is necessary to provide information about the positive aspects of the child’s personality, strive to increase his self-esteem, provide the necessary information about the causes of the defect, and level out its significance. The third direction is counseling teenagers on issues of interpersonal relationships with parents and peers. Such consultation should be preceded by a conversation with parents and class teachers.

Organization and content of psychological counseling in the system of psychological assistance to persons with disabilities

The goal of psychological counseling is the client’s creation of new, conscious ways of acting in a problematic situation. It is understood that the client of the psychologist-consultant is a mentally and psychologically healthy person, capable of being responsible for his actions and analyzing the situation.

Accordingly, in psychotherapy and psychological correction this may not be expected from the client (patient). However, in practice it turns out that there are almost no “absolutely healthy” clients, and the consulting psychologist (especially on personal and interpersonal problems) to one degree or another begins to act as a psychotherapist.

But in general, psychological counseling still has its own specifics both in the nature of the goals and in the methods used. With its help, not so much vital, deep, vital problems are solved (as in psychotherapy and psychological correction in the part that brings them together), but problems of adaptation to the situation. The consultant helps the client take a fresh look at the problem, move away from the usual stereotypes of reaction and behavior, and make a choice of a specific behavior strategy. Strictly speaking, his task does not include the correction of pathological symptoms, ensuring the client’s personal growth (with the exception of counseling on personal problems, which practically merges with psychotherapy and psychological correction), establishing special therapeutic relationships, etc. The main task of a psychologist-consultant, according to Yu.E. Aleshina (1994) - to help the client look at his problems and life difficulties from the outside, to demonstrate and discuss aspects of relationships that, being a source of difficulties, are usually not realized and not controlled. The basis of this form of influence is changing the client’s attitudes towards other people and the form of interaction with them.

As for the methods of psychological counseling, the specificity lies in the proportion of their use in the course of work: in comparison with psychotherapy and psychological correction in counseling, the psychologist devotes less time to listening (in psychotherapy this takes up the bulk of the time), explains more, informs more, gives more advice and guidance (in psychotherapy, with rare exceptions, advice and guidance are not used). Consulting, as a rule, is not as regular as psychotherapy and psychological correction, and often takes less time (on average 5-6 meetings, although there are cases when the process lasts for years with long interruptions, as the client continues to develop new problems) .

Depending on the types of problems being solved, various types of psychological counseling are distinguished (Yu.E. Aleshina, 1994; R.S. Nemov, 1999; etc.). Of these, the main ones are:

Psychological and pedagogical (assistance in establishing adequate parent-child relationships, choosing parenting tactics, etc.);

Family (counseling couples with marital problems, family members with children with developmental disabilities, alcoholics, drug addicts, etc.);

Personal (help in solving personal problems, in self-knowledge, in achieving personal growth goals);

Age-psychological (monitoring the progress of the child’s mental development);

Professional (assistance in professional self-determination);

Business (assisting managers in organizing the activities of the workforce and establishing relationships between people).

This division is quite arbitrary; in practice, many types of counseling are combined (psychological-pedagogical and developmental-psychological, family and personal, developmental-psychological and professional, etc.).

The counseling process can be carried out either individually or in a group.

The position of the consultant during the consultation may be different. There are usually three main positions.

1. Consultant as an advisor. He provides the client with information on issues of interest to him, gives specific practical advice (what other specialists can he contact, how to behave in a given situation, what are the features of a particular age crisis, etc.).

2. Consultant as an assistant. His task is not to give practical advice, but to help the client mobilize his internal resources, make him feel responsible for what is happening to him and make an adequate decision.

3. Consultant as an expert. He shows options for solving a problem situation, evaluates their effectiveness together with the client, and helps to choose the best one.

The second model is the most common, but in fact most often the consultant periodically occupies different positions.

Within the framework of another classification proposed by Yu.E. Aleshina and G.S. Abramova, different consultant positions are also highlighted.

1. “Top” position. The consultant acts as a “guru” - a teacher of life. Believing that his qualifications place him above the client, he influences the latter, forcing him to accept his point of view on the problem: he evaluates the client’s actions as “right” and “wrong,” “good” and “bad.” The client in this case is passive, he begins to depend on the psychologist and blindly follow his recommendations. As a result, counseling simply loses all meaning and turns into instruction, and the psychologist’s instructions are by no means always constructive - after all, his authoritarianism does not allow him to get used to the client’s situation, and it is always unique, just as every person is unique.

2. Position “from below”. In this case, the consultant follows the client wherever he wishes. The client manipulates him, leads him to advice and assessments that are “beneficial” for himself, in order to get rid of responsibility for the situation himself. Essentially, the client, at the expense of the consultant, satisfies his purely “selfish” goals (for example, self-justification), and does not at all seek to resolve the problem. This position of the consultant also destroys the counseling process itself.

3. “Equal” position. This position is considered the only correct one. In this case, the consultant and the client are in dialogical communication, collaborating to solve a particular problem. At the same time, everyone bears their share of responsibility for what is happening.

Methods of psychological counseling. The main method of psychological counseling is interview, or conversation. The ability to correctly structure and conduct an interview is a necessary condition for the effectiveness of psychological counseling. Additional methods can be games, discussions, depending on specific goals, psychodiagnostic methods occupy more or less place.

So, how to conduct an interview correctly? To do this, you need to know the basic psychological laws of communication, including all three of its aspects - reception and processing of information, interaction, mutual perception. A properly organized conversation ensures adequate perception of information, full interaction, and perception of each other without prejudices and stereotypes.

First of all, when conducting an interview, it is important to remember that our communication occurs not only at the verbal (verbal) level, but also at the non-verbal level.

There are various means of communication at the non-verbal level. The main ones are the following.

1. Optical-kinesthetic system - gestures, facial expressions, pantomime, general motor skills. There are so-called open positions that attract the other person; “closed” poses, as if saying: “don’t come” (for example, arms crossed on the chest); aggressive postures (clenched fists). These poses can be used to determine the client's condition. On the other hand, the consultant must also monitor what he himself expresses with the help of facial expressions, gestures, and postures, for example, whether his confident and friendly words conflict with the uncertain or aggressive posture he has adopted. When a topic that is particularly significant for the client is touched upon in a conversation, his motor skills may change - he will seem to “freeze” or, conversely, begin to move restlessly. The consultant should not lose sight of these signs.

2. Para- and extralinguistic systems, i.e. voice quality, range, tonality, as well as coughing, pauses, laughter, crying. These are also important means of transmitting information, allowing us to determine the emotional state of the interlocutor, his attitude towards certain events or people.

3. Organization of space and time. To build trusting, non-authoritarian relationships, it is important to properly organize the space during counseling. This means that the interlocutors must be on the same level (if the consultant is located above the client in space, he thus seems to emphasize his dominance). The distance between the consultant and the client should also be optimal: if the consultant during individual counseling is located too close, invading the so-called space of intimate communication (up to about 50 cm), this can be perceived as aggressive behavior; if too far (further than 120 cm) - as detachment, reluctance to enter into personal contact. When doing group (family) counseling, these rules should also be followed whenever possible. In addition, with this type of counseling, the organization of time becomes of great importance - each of the counselees should be in direct communication with the consultant for approximately the same amount of time. This is necessary so that others do not have the feeling that the consultant is giving preference to someone or discriminating against someone, and therefore taking someone’s side (which is completely unacceptable).

With any option of counseling, the client is informed about the duration of the meeting (“session”) - usually on average no more than 2 hours - and only in the case of an acute psychological crisis this time can be increased. Such a time limit introduces the necessary certainty, disciplines the client, and increases his respect for the consultant (he, therefore, has other clients!). On the other hand, it gives him confidence that the allotted time is completely devoted to him.

4. Eye contact. During the interview, it is necessary to maintain eye contact with the client, and it must be measured, i.e. not too long (a long, intense gaze can be perceived as aggression) and not too short. Here it is necessary to take into account the individual characteristics of the client - for a timid, insecure, withdrawn person it should be shorter than for an active, assertive one. At the same time, the client’s activity in establishing eye contact helps determine his psychological characteristics.

All these nonverbal means of communication complement and deepen verbal statements, and sometimes even conflict with them.

In this case, information transmitted non-verbally is considered more reliable. Verbal communication also requires compliance with certain rules. First of all, these rules concern verbal formulations. Questions must be well thought out and asked in the correct form. They should not be too difficult to understand; the consultant’s speech should always correspond to the educational and cultural level of the client. The questions themselves should be aimed at obtaining a specific, definite answer that does not allow for multiple interpretations. It is useless to ask questions like “how much...”, “how often...”, because these words can be understood differently by the client and the consultant (for the consultant, “often” means every day, for the client - once a month) . Practicing psychological consultants sometimes jokingly draw a parallel between their conversation with a client and an interrogation with an investigator. And there is some truth in this joke: the consultant restores the facts of the client’s life, paying attention to the smallest details, because they may turn out to be key in the emergence of the problem. During the conversation, the consultant pays attention to the client’s particularly important words, labels them and asks for clarification. Thus, the client himself begins to better understand his situation (client: “I got up and slowly walked towards the door”; consultant: “Slowly? Why?”).

The consultant should avoid the words “problem”, “complaints”, as they indirectly imply a negative assessment of the situation - “life is bad”. The essence of the consultant’s work is to ensure that the assessment “life is bad” gives way to the assessment “life is difficult” and the search for a constructive solution to these difficulties.

In modern psychological counseling, during interviews, as a rule, so-called empathic listening is used. Literally, “empathy” means “feeling within.” This term is often translated into Russian as empathy, but in fact its meaning is broader. This is not just empathy and in no case a complete identification of oneself with the client, but rather the ability to understand the thoughts and feelings of the interlocutor and convey this understanding to him. Without dissolving in the client, the consultant nevertheless penetrates into his inner world, experiences and thinks with him. With developed empathy, the consultant clarifies and clarifies the client’s thoughts and feelings, and therefore, his problem becomes more understandable. This does not mean at all that the consultant is obliged to agree on everything, share the beliefs and opinions of the interlocutor; simply in the course of empathic listening, he recognizes the client’s right to certain feelings and thoughts, without judging, but accepting them as a given. Externally, the process of empathic listening looks like paraphrasing, reformulating, and sometimes interpreting the words of the client.

enta (client: “Whenever I start talking to my mother, I lose the thread of what I want to say”; consultant: “When you need to start a conversation with her, your thoughts get confused”).

With a deeper “getting used to” the client, the consultant can reflect what was not said, but was implied (client: “Whenever I start talking to my mother, I lose the thread of what I want to say”; consultant: “When talking with her you are afraid of “losing your temper” and your thoughts are confused”).

Such empathic listening creates an atmosphere of psychological safety, gives the client confidence that whatever he shares will be understood and accepted without judgment, and the opportunity to take a fresh look at himself, fearlessly see some new, sometimes “dark” things in himself. sides, and therefore new ways to solve the problem.

In addition to interviews, they use a variety of exercises, games, and discussions, the purpose of which is to update the client’s understanding of himself, those around him, and his problem situation. These methods and techniques, being taken from psychotherapy and psychological correction, are not in themselves specific to psychological counseling, but are somewhat modified according to its topics (for example, specific topics are set for discussions in family counseling).

Sometimes in psychological counseling methods of psychodiagnostics are used, most often testing, and the tests used are relatively simple, fast and easy to process; computer testing is also acceptable. Tests are used if, in order to solve a client’s problem, it is important to take into account his individual characteristics that do not appear during the interview. Testing should in no case be carried out before meeting the client directly (so as not to create an atmosphere of faceless, unified verification, “expertise” - after all, he is already agitated by the situation) and should not take up too much of the counseling process. Various types of questionnaires can help identify hidden tendencies in response to a particular situation, attitudes and values ​​of the client (in child-parent, marital, industrial relations, etc.). It is sometimes recommended to use testing to diagnose a person’s cognitive sphere (R.S. Nemov, 1999). However, one should not overestimate the importance of psychodiagnostics in ordinary counseling practice, much less rely only on test results, replace conversation and interaction with the client with psychodiagnostic procedures: after all, it is assumed that the client is a mentally and psychologically healthy person.

In some cases, psychodiagnostic methods can be very important - for example, if there is reason to assume the possibility of serious mental disorders. Psychodiagnostic research often plays a particularly important role in psychological counseling of families with a child with developmental problems - here, without qualifying the child’s mental disorders and identifying their structure, further work with the family and the child himself is impossible. And, of course, in this case you cannot limit yourself to testing; you need to conduct a complete, comprehensive and holistic psychological study of the child.

Psychological counseling procedure. Usually there are several stages of the psychological counseling procedure (in the specialized literature you can find different names for the stages, but their content is the same).

1. Start of the procedure. Establishing contact with the client, explaining the tasks and opportunities of consulting, “setting up” for joint work. At this stage, the consultant helps the client feel comfortable and relieves his psychological stress. To do this, you need to favorably meet and seat the client, introduce yourself and agree on how the consultant should call the interlocutor (by name, first name and patronymic, or something else). Already at this stage, with the help of verbal and non-verbal means, an atmosphere of psychological safety and emotional support for the client is created.

2. Gathering information about the context of the topic, highlighting the problem of counseling. This is a very important phase; the correct implementation of this stage determines the effectiveness of assistance. The consultant asks questions, trying to penetrate the client’s inner world, understand the peculiarities of his response to life situations, and separate the “request,” or the explicit content of the complaint, from the true problem. The fact is that very often the request and the true problem do not coincide (for example, a mother complains about problems with her teenage son, but as a result of questioning it turns out that in fact the problem lies in the area of ​​marital relations). Accordingly, if you “trust” the client and proceed from his understanding of the problem, which he stated right away, you can make a mistake and provide psychological assistance in a completely different area where it is really needed. In life, people are not always (or rather, very rarely) able to clearly identify the reason that determines their difficulties. They do this better during a well-constructed interview. Good questioning teaches the client to activate his thinking, clarifies his thoughts and feelings for himself.

In terms of time, this stage can last a very long time, sometimes over several sessions, and sometimes (though very rarely) it takes only a few minutes. So, for example, a young woman came for consultation complaining that her child did not want to walk on the street, i.e. there was a request “what’s wrong with the child, how to influence him.” During a ten-minute interview, the consultant found out that the child willingly walks with his father and does not want to walk only with his mother. After another five minutes, it turned out that the child generally cooperates well with children and adults - except for his mother, whom he avoids. The woman realized (and said so herself) that the problem is not in the child, but in herself, and the problem lies in the wrong attitudes towards the child, in excessive pressure on him. Thus, the direction of work was determined - “what’s wrong with me, how can I change the style of interaction with the child.”

It is very important for a consultant to choose the right course of action. On the one hand, you cannot be excessively active in a conversation - bombard the client with questions, not allow the client to finish (everything is clear to the consultant!), impose your interpretations, assessments, explanations, or abruptly change the topic of conversation without giving reasons. All this frightens and disorganizes the interlocutor. Therefore, often practicing psychologists first let the client speak out a little and help him with non-verbal means (for example, an open posture or the “mirror” technique - a reflection of the client’s posture), use the techniques of so-called passive listening (“yes, yes, I understand,” “continue, I’m listening”, etc.). If the client is constrained, speaks slowly and with difficulty, or falls silent altogether, it may help for the consultant to repeat his last phrase or part of it - after which the person continues to speak. In further interviews, the collection of information can be more active.

On the other hand, excessive passivity of the consultant, i.e. the absence of any reaction at all to the words and feelings of the interlocutor causes significant tension in the interlocutor, a feeling of danger, a feeling that he is saying “the wrong thing.” This will lead to a breakdown in contact and the impossibility of cooperation. In addition to identifying the problem, at this stage the consultant collects information about the client, his strengths, based on which further work is possible (logical thinking is developed; there is a sense of justice; there is a clear love for the “object” of the complaint, etc.). As a rule, during the conversation, not one, but several problems are identified. In this case, it is advisable to highlight the main one that worries the client the most and focus on it, and put the rest “for later”.

3. Discussion of the desired result, or the formation of an “image of the desired future.” This phase is organically woven into the previous one. What exactly does the client want? This is not such a simple question. Often the client understands this only during the consultant’s special work.

Therefore, it is important for the consultant not to fixate himself and not to fixate the interlocutor on his “suffering”, but to encourage him to think about what he wants. At the same time, with the help of a consultant, the “image of the desired future” should become very specific, alive, filled with colors, and tangible. The client must understand that the consultant cannot make him happy and his life problem-free, but he can help him achieve a specific goal (for example, not react painfully to some situation or build his relationship with his child in a new way). Concretizing the “image of the desired future” allows the client to abandon unrealistic goals and, therefore, already carries a corrective charge.

4. Corrective influence, development of alternative solutions to achieve the desired future. The consultant and client work through various options for solving the problem. Depending on the specific goals of counseling and the theoretical model that the consultant adheres to, more or less detailed recommendations are given at this stage. Let us emphasize that some psychological schools, for example the humanistic one, are categorically against direct and specific everyday advice. Thus, one of the leading experts in the field of personal counseling, R. May (1994), points out the extremely limited effectiveness of advice, since it is superficial and, in principle, can be given by any “everyday psychologist.” Counseling, according to R. May, does not involve “giving advice,” because this means an invasion of the autonomy of the individual; the purpose of counseling is “to give courage and determination.” Other experts are not so categorical and believe that the advice of a professional psychologist can be very important, and at certain times, necessary.

In any case, at this stage, work is underway to restructure the perception of the situation, and the contradictions in the client’s story are emphasized. At the same time, feedback must be given very carefully, talking about the person’s behavior and actions, and not about him. The consultant helps the client get off the ground, develop versional thinking, and get rid of the stereotypes of everyday psychology. There are many such stereotypes. In particular, the so-called stimulus model of the world complicates the development of version thinking and the development of alternative behavior options. With a stimulus model of the world (according to the “stimulus-response” scheme of behavioral psychologists, i.e. a corresponding reaction follows to one or another stimulus), a person believes that for each situation there is only one possible type of behavior, and evaluates all other types as wrong, impossible, unacceptable. With such a model of the world, a person has a sharply narrowed repertoire of his own behavior, and in addition, he does not understand the behavior of other people if it differs from his own. There are other stereotypes that prevent a full perception of the situation. At this stage, serious changes may occur with the client: the attitude towards the situation and his role in it may change dramatically. This means the counseling is successful. The consultant must be sensitive to these changes and focus the client’s attention on them.

5. Final stage. At this stage, it is determined what specific practical steps the client will take, but you need to be prepared for the fact that he does not take anything. In any case, here the meeting is summed up, the key points of the consulting process are highlighted, the work done by the client is summarized, and future prospects are determined. If necessary, the consultant prepares the client for the fact that the process is not yet completed and repeated meetings are necessary. Sometimes the client is given homework with subsequent analysis of their completion. The form of tasks can be both serious (keeping a diary) and half-joking (for example, scolding your child not always when there is a reason or reason, but only at certain hours, and the child can know about it; such humorous tasks can help significantly improve the psychological climate in the family, distance yourself from petty nagging).

In practice, all stages are usually present, although their proportion may vary. With repeated encounters, the first stages take up less space. Too many meetings on one narrow problem most often mean that the consultant and client are “treading water”; in this case, the situation needs to be discussed, the reasons for what is happening must be understood, and, perhaps, the sessions should be temporarily interrupted until the client takes some action. of the planned steps.

Basic principles and strategies of counseling. In almost any type of counseling, a number of methodological and ethical principles must be followed.

1. Friendly and non-judgmental attitude towards the client, help and understanding. It is necessary to avoid perceiving another person on the basis of stereotypes and prejudices - this creates a barrier in communication and counseling will be ineffective. As some psychologists say, there are no good and bad people - there are different people.

2. Focus on the client’s norms and values ​​(they do not always coincide with accepted norms). This principle requires some clarification. It does not mean that the consultant should share these values ​​or abandon his own norms and beliefs to please the client. Nor does it mean hypocritical “sort of agreement” with these values. But a consultant with empathy, while remaining himself, must be able to take the client’s position, look at the situation through his eyes, and not just tell him that he is wrong.

3. Anonymity (confidentiality). Everything that happens in the consultant’s office, everything that the client shared during his confession, remains in this office - the client must be sure of this. Even if a consultant needs to consult with another specialist in this field, discuss a complex case, this should be done very carefully, avoiding specific names, surnames, professional affiliation, etc. If a psychologist consults one of the spouses or family members, he does not have the right disclose information received from him to another, i.e. he works either with one person, or together with several family members.

4. Distinguishing between personal and professional relationships. There is a categorical prohibition on continuing counseling (as well as psychotherapy) if the relationship between the psychologist and the client develops into a personal, informal one (love, friendship). In this case, people become interdependent and the consultant loses the opportunity to be objective. Therefore, it is necessary to transfer the client to another specialist.

5. Involvement of the client in the counseling process. During the consultation, the client should be interested (motivated to work). This works best if the consultant helps him constantly make small discoveries about himself and the world.

6. Prohibition of giving advice. As already mentioned, this principle is not always followed. But in any case, advice should not be abused: the consultant’s task is to guide the client to a decision, to guide him towards accepting his own responsibility for what is happening, and not to take the position of a life teacher.

Typical difficulties in the counseling process. Without going into the intricacies of the consulting process, into the nuances of contact between the consultant and the client (they can be of decisive importance, but cannot be described purely verbally, but are learned in the course of practical activity), it is necessary to highlight a number of difficulties that can be structured and described more or less definitely .

1. “Difficult” clients. Not all visitors to psychological consultations actually have a constructive position. Of course, many have a business orientation, an interest in changing their situation, and a willingness to cooperate. Work with such clients is generally productive and becomes complicated only in cases where the client exaggerates the consultant’s capabilities, but this position is quite easily corrected in the first stages of consulting. Serious difficulties arise with other types of clients. The most common are the following.

Client-rentier", i.e. a person with a rental mindset regarding counseling seeks to shift responsibility to the consultant. Such people either appeal to feelings of pity, describing their suffering, begging for help, or almost directly state: “Now this is your concern, you are paid for this.” Here it is important not to play along with the client, not to follow his lead, but to try to correct his position by clearly describing the goals and objectives of counseling, the conditions for its effectiveness, and explain the need for the client’s own activity. Sometimes the work to correct such settings takes quite a long time. In the first option it proceeds somewhat easier. If the client does not change his orientation for some time, further work will most likely be useless.

Client-"player" turns to a consultant rather for the purpose of having fun; he may not have any problems, and if he does, he is not going to solve them. His slogan: “Let's see what kind of specialist you are.” In this case, there is no need to talk about cooperation with a consultant.

Client “psychologist” appears to a consultant with the goal of learning how to psychologically competently influence his environment and manipulate his neighbors. He has no problems of his own. To work or not to work with such a client is the moral choice of the consultant.

“Aesthete” client aestheticizes his problems, his confession during counseling, the description of problems is very beautiful, clear, logical, complete. Such coherence of the story should always alarm the consultant; this is a sign of the client’s closeness, his unpreparedness for work. In this case, the consultant can try to talk through the situation and indicate his feeling of dissatisfaction with the story. You can also ask them to write their story and then work with the text.

2. Consultant mistakes. First type of errors- misunderstanding of the client's problem. This may occur due to a lack of information obtained during counseling. That is why one should not rush into a final definition of the problem, and in addition, it is necessary to insist on describing specific situations in as much detail as possible. Misunderstanding of the problem is also possible due to incorrect interpretation of the information received. The consultant may turn out to be overly rigid and unable to abandon his initial concept, begins to adjust the obtained facts to fit it and ignore what does not fit into it. In addition, an incorrect interpretation may be a consequence of such characteristics of the consultant as identifying himself with the client, a biased (purely positive or purely negative) attitude towards him, his own unresolved problems if they are similar to the client’s problems, insufficient sensitivity in capturing verbal and non-verbal information and, finally, simply insufficient psychological literacy.

Third type of errors- the recommendations are correct in principle, but unrealistic. Such recommendations are practically impossible to implement either due to internal reasons (i.e. the characteristics of the client) or due to external circumstances (no money, no physical ability). Trying to follow unrealistic recommendations, the client loses motivation to work. Therefore, it is important to analyze very well the characteristics of the client and his social situation before venturing into specific practical recommendations.

Areas of psychological counseling. In the field of psychological assistance in special education, three areas of psychological counseling are distinguished: counseling members of families with children with developmental disabilities; counseling the child himself; consulting staff of correctional and educational institutions.

Most developed first direction- counseling for families with a child with developmental disabilities. Among domestic authors, the leading place in the development of this issue currently belongs to V.V. Tkacheva, who determined the main directions and content of advisory work for families with such children: harmonization of family relationships; establishing proper parent-child relationships; assistance to parents in forming an adequate assessment of the child’s condition; training in elementary methods of psychological correction. The search for a solution to this problem is also presented in the works of N.L. Belopolskaya, I.V. Bagdasaryan, A.A. Mishina et al.

Second direction- counseling the child himself is productive only from adolescence. During this period, the development of self-awareness and self-knowledge of a teenager allows him to identify certain problems and seek help.

Third direction- consulting teachers of correctional educational institutions is the least developed aspect of psychological counseling in special psychology. Recommendations in this area of ​​advisory work are presented in the works of T.N. Volkovskaya, V.V. Tkacheva, G.Kh. Yusupova, I.A. Khairulina. The authors put forward the following tasks of advisory work with teachers for the purpose of their psychological education: assistance in studying the characteristics of children with developmental disabilities; searching for optimal ways to organize communication between correctional facility staff and children; optimization of cooperation between teachers and parents.

It should be emphasized that the effectiveness of the counseling process depends not only on the professional competence of the specialist, but also on his positive personal qualities, such as sociability, sensitivity, emotional stability, empathy, and a sincere desire to help parents and the child cope with existing problems.

Objectives of psychological counseling for family members with children with developmental disabilities. In this area, we can conditionally distinguish two major areas depending on the “object” of work (the word “object” is not put in quotes by chance, since it implies its activity during counseling) - counseling family members (primarily parents) and counseling the child himself. Already from the very definition of the concept of psychological counseling, it is clear that it is possible only from a certain age, and specifically from adolescence. Only during this period does the development of self-awareness and self-knowledge of a teenager allow him to identify certain problems and seek help, and he should not have pronounced mental disorders. When counseling a family, work is often also carried out with the child (primarily diagnostic), but in this case he is more passive. Let's look at these areas of consulting.

In counseling and psychological assistance to families, several models are conventionally distinguished, of which the following are the main ones.

Pedagogical model(“Family in Psychological Consultation”, 1989): based on the hypothesis of insufficient pedagogical competence of parents and involves providing them with assistance in raising a child. The consultant analyzes the situation of the parents' complaint and, together with them, develops a program of educational measures. He acts as a specialist, an authority, gives advice, tasks, and checks their implementation. The question that the parents themselves may have problems is not directly addressed.

Diagnostic model: based on the hypothesis that parents lack information about the child and involves providing assistance in the form of a diagnostic report that will help them make the right organizational decisions (refer them to the appropriate school, clinic, etc.).

Psychological (psychotherapeutic) model: is based on the assumption that family problems are associated with improper intra-family communication, with the personal characteristics of family members, and with disruption of interpersonal relationships. The help of a specialist consists in mobilizing the family’s internal resources to adapt to a stressful situation.

In fact, when working with families, all these models are used, but it is important to emphasize that the psychological model must always accompany and in some sense precede other types of help.

The prevalence of one model or another depends on the specific counseling task, and these can be quite varied. The main tasks can be formulated as follows:

Help in choosing the right tactics for raising a child;

Help in teaching a child certain skills;

Information about the age and individual characteristics of the child in connection with developmental disorders;

Assistance in adequately assessing the child’s capabilities;

Training in some methods of correctional work;

Harmonization of intrafamily relationships disrupted due to the birth of a child with developmental disabilities and negatively affecting him;

Help in solving personal problems caused by the appearance of a child with developmental disabilities (feelings of inferiority, loneliness, guilt, etc.), their presence among family members also negatively affects the child;

Assistance in developing patterns of behavior in typical stressful situations (inappropriate behavior of a child in public places, sidelong glances from others, etc.).

This list could be continued (for example, help in deciding whether to send the child permanently to a special institution or raise him in a family), but most often families need exactly the above types of help.

Consulting methods are the same as usual, but with their own specifics. First of all, this concerns conversations with parents or other adults who contacted about the child (G.V. Burmenskaya, O.A. Karabanova, A.G. Lidere et al., 2002).

It is very important that the consultant shows sincere interest in the problems of the family in general and the child in particular. You should not directly criticize the actions of your parents; this is simply unacceptable during the first meetings. In addition, it is necessary to orient parents in the possible goals and objectives of counseling, to form an attitude towards working together with the child and the consultant, and to warn about possible obstacles and difficulties. Care should be taken when predicting the child's further development, avoid categorical statements, and not inspire unjustified expectations.

With this type of counseling, work can be done individually or in a group. Parent seminars, skills training groups and other types of parent groups have proven themselves well.

Psychological counseling for children with developmental disabilities. This type of advisory work is rare and, as already mentioned, is possible with older children. Only they (and even then not all of them - due to their psychological characteristics) can be the object of counseling. Nevertheless, work in this direction should be developed. During adolescence, the following problems are most likely:

Professional self-determination;

Relationships with peers;

Relationships with parents;

Personal problems due to awareness of an existing defect

(feelings of inferiority, etc.).

Some of these problems are non-specific, and counseling here is carried out in the usual way, observing all the rules and principles outlined above.

Issues of relationships with peers and parents become especially acute during adolescence. This is due to the crisis of adolescence and the emergence of specific psychological neoplasms. The central neoplasm of this age, according to the theory of D.B. Elkonin - the emergence of the idea of ​​oneself as “not a child”; a teenager strives to feel like an adult, to be and be considered an adult. This last need - to be considered an adult - is extremely pronounced. The leading activity in adolescence is communication with peers; it is here that norms of behavior and relationships are established, and self-awareness is formed. Accordingly, the teenager has problems both in relationships with adults (who do not recognize him as an “equal” to themselves) and in relationships with peers (since they all become very sensitive to the nuances of relationships).

When counseling on these issues, in addition to interviews, one should more actively use a variety of games, including role-playing (for example, the consultant acts as a teenager, and the teenager himself acts as a mother or peer, and a situation that worries the child is played out), and in group work - discussions ( for example, on the topics “How to achieve understanding”, “Me and my friends”, etc.). The use of such methods is necessary in order to increase interest in the counseling procedure and make it as lively as possible (and not a “talking room”). But these methods must be used taking into account the child’s individual capabilities - speech, intellectual, motor, etc. During the work, the consultant very delicately, unobtrusively leads the teenager to understand the causes of a particular conflict, to the awareness of the participation in it not only of his parents or peers, but also himself. Group counseling provides an excellent opportunity to teach adolescents behavioral tactics in conflict situations with parents and peers using specially designed games and exercises.

Since many interpersonal relationship problems are related to the inability to take the other person's position, training in empathic listening can help optimize these relationships. Experience shows that normally four- to five-year-old children, having an example of empathic listening from an adult, can master it and use it.

In adolescence, serious intrapersonal problems may appear associated with awareness of the defect and an inadequate assessment of its role in life (present and future). Self-awareness and self-knowledge, which are a characteristic feature of adolescence, the maturation of mental functions and, above all, thinking, can entail a child’s fixation on his limitations, and not on his capabilities, which impedes the harmonious development of the individual. Of course, awareness of a defect can often occur earlier, but it is during adolescence that it is especially pronounced. A feeling of inferiority, low (sometimes high) self-esteem appears, and a life perspective is not formed. Such personal reactions are characteristic primarily of children with a deficient variant of dysontogenesis, primarily in conditions of an unfavorable social developmental situation, with improper upbringing. It is in children of this group, judging by the unfortunately few studies, that character accentuations of the sensitive type (impressiveness, shyness, feelings of inferiority, extremely severe reaction to disapproval) and the psychasthenic type (indecisiveness, fears for the future, tendency to " mental chewing gum" instead of actions), asthenoneurotic type (irritability, tendency to affective outbursts, fears for health).

To the basic question (“Who am I? What am I?”), which appeared in adolescence, these children cannot give an answer that satisfies them. After all, even inflated self-esteem is compensation, wishful thinking, an escape from reality.

The consultant's task is to return the teenager to reality, to accepting himself as he is. In general, the work follows the usual scheme of personal counseling. The purpose of such counseling is the actual personal growth of the client. Work of this kind is most often carried out in a humanistic manner, the main principles of which (non-judgmental acceptance of the client, recognition of the uniqueness and integrity of each individual, her right to realize the need for self-actualization and reliance on her personal experience, and not on the assessments of others, etc.) They allow you to increase self-esteem, make it realistic, increase self-confidence, and activate the emotional and cognitive spheres.

Help in achieving personal maturity, in developing the ability to look at one’s shortcomings and strengths with open eyes, in getting rid of feelings of envy and hostility towards others requires the consultant’s special attention to creating an atmosphere of psychological safety, as well as the active use of empathic listening.

This is the general strategy of work, the most common in modern personal psychological counseling. But we should also remember some tactical points that are important when counseling adolescents with developmental disabilities. It is very important to record and mark for them every slightest step in personal growth, in self-knowledge. In addition, sometimes it may be necessary to use elements of indirect suggestion - for example, a consultant can talk about cases known to him of successfully solving personal and socio-psychological problems with a similar defect; during group work, you can invite such a person. If the guest is chosen well (that is, he is really not burdened with intrapersonal conflicts and is a mature and harmonious person), this can become a powerful impulse to “reassess values” and personal growth.

And finally, the work of career counseling for adolescents with developmental problems is very important, consisting, firstly, in the formation of general readiness for professional self-determination, and secondly, in assistance in a specific choice of profession.

Among the many types of career counseling (N.S. Pryazhnikov, 1996), when counseling children and adolescents, early (children’s), school, and consultation for high school students and graduates are distinguished.

1. Early career consultation is carried out well in advance, when there are still many years left before the actual choice of profession. It is predominantly informational in nature (general acquaintance with the world of professions), and also does not exclude a joint discussion of the child’s experience in some types of work activity. Such a consultation is still carried out more for parents, but it can help increase the child’s interest in his psychological qualities and the desire to develop them.

2. School professional consultation is aimed at gradually developing adolescents’ internal readiness for self-determination.

It includes cognitive (knowledge of ways and means of preparing for a profession), informational (deeper knowledge about the world of professions), moral-volitional (preparation for choice, for action) components. This type of counseling is ideally aimed not at making a final decision, but at finding the meaning of present and future life.

3. Professional consultation for high school students and graduates. In this type of consultation, a specialist helps you make a specific decision regarding your future professional path, or at least significantly narrow down your options. At the same time, the consultant should not insist on any option, even if he is confident that he is right.

When providing professional counseling to children with developmental disabilities, approaches developed for normally developing children are used, but the specifics of counseling must be taken into account.

Firstly, the range of professions that young people can master is significantly narrowed due to psychological and anatomical and physiological limitations. In addition, in our country there are very few special devices that make it easier to master a particular profession. Therefore, recommending any profession should be done with great caution.

Secondly, adolescents and young people with disabilities often have unfavorable personality and emotional-volitional characteristics (primary, due to the pathology itself, and secondary, due to the social situation of development). They are often passive, infantile, do not feel personal responsibility for their future fate (including professional), are psychologically dependent on adults, and their self-esteem is unrealistic. Potentially dangerous for correct professional self-determination are such features as the slowness of the formation of interests in general and professional ones in particular, the paucity (in comparison with normally developing peers) of knowledge about the world and, finally, the inadequacy of professional interests and intentions, even if they have been formed (for example, a blind person) or a visually impaired teenager dreams of becoming an astronomer, and a girl with the consequences of cerebral palsy dreams of becoming an actress). These features complicate counseling and pose additional tasks, for example, the correction of inadequate professional interests and intentions.

Thirdly, when deciding on a specific professional choice, the consultant must involve other specialists (primarily clinicians) to more accurately determine the psychophysical capabilities of the teenager and the prognosis of his condition.

Fourthly, it is necessary to take into account the fact that children with developmental disabilities often rely entirely on the opinions and assessments of their parents, while parents do not always adequately assess the child’s capabilities and prospects. Therefore, in some cases, it may be advisable to consult parents, help them in correctly assessing the child’s professional capabilities in order to work with them together, with common guidelines.

The strategies for consulting work themselves may be different. Until now, the diagnostic-recommendatory approach is the most common: first, a psychodiagnostic examination of a teenager is carried out, the results are analyzed, some of them (which do not pose a risk of injuring him) are jointly discussed in terms of compliance with the requirements of a particular profession, and then a recommendatory decision is made.

Recently, another strategy has begun to develop - activating. It is based on the hypothesis that psychological and pedagogical work with children should be structured as interaction, cooperation, dialogue, the purpose of which is the general activation of the child, stimulating his ability to self-knowledge and conscious choice (N.S. Pryazhnikov, 1996).

Let's look at consulting strategies in more detail.

1. Diagnostic and recommendation strategy. Essentially, this is the selection of a person to a profession (or vice versa) using diagnostic procedures. This strategy is based on the premise that the chosen profession must correspond to a person’s capabilities and (preferably) his interests. The paradox, however, is that this position is not as absolutely true as it seems at first glance. The fact is that a person’s abilities develop in the course of activity, so many scientists believe that it is not always possible to predict the success of a particular person’s work activity, and that professional suitability can be formed in work (E.A. Klimov, 1990). But still, in general, this statement is true, especially when it comes to specific professional choices. The work tactics include solving three interrelated problems:

1) assessment of the psychological and anatomical and physiological characteristics of a teenager with developmental disabilities, as well as identification of his interests and inclinations;

2) determining the requirements of the profession for the psychological and anatomical and physiological capabilities of a teenager;

3) correlation of the requirements of the profession and the teenager’s capabilities, correction (if necessary) of his professional intentions.

The first task is solved using psychodiagnostic methods, using a qualitative-quantitative approach in analyzing the results, as well as using the analysis of medical, pedagogical and other documentation. Specific methods of psychological research are quite traditional, but they solve the specific problem of assessing professionally significant properties and personality traits. In addition to traditional methods, tests are used, as well as various career guidance questionnaires, which help identify the range of professional interests of a teenager or young man (they may exist, but not be recognized), preferred types of activities, etc.

The second task is solved by analyzing documentation on various professions. There are special lists of professions that describe the labor process and the required qualifications; based on this, it is possible to predict what qualities a worker should have. For many professions, there are descriptions in the form of professiograms, which highlight sanitary and hygienic working conditions, requirements for the development of certain mental functions, etc.

Finally, the third task is the most difficult. The correlation between the requirements of the profession and the psychophysiological capabilities of a teenager should be carried out in one key. This means that the consultant correlates precisely professionally significant qualities: one profession requires developed attention, therefore, this function is assessed in a teenager; the other is the ability to switch from one type of activity to another, and the consultant evaluates this ability. It is very important to highlight and correlate all professionally significant qualities. For example, a teenager with hearing loss wants to become a lifeguard. At the same time, the level of cognitive activity and personality may correspond to the requirements of this profession. But according to anatomical and physiological parameters, such work will be contraindicated for him, since it requires the development of all analyzers, the ability to navigate in the dark by the slightest sounds, to work at heights, and with hearing impairment, these abilities suffer. Accordingly, work will be required to correct inadequate professional intentions and provide information about other possible professions.

For correctional work to be effective, it is necessary to take into account the interests of the child and introduce him to relevant professions. There are various classifications that allow you to divide the whole variety of professions into several groups. In our country, the generally accepted classification is E.A. Klimova. In accordance with it, all professions are divided according to the subject of work: “man - man”, “man - technology”, “man - nature”, “man - sign”, “man - artistic image”. Consequently, it is possible to introduce the child not to all professions (which is impossible in principle), but to the group that he prefers.

The main practical purpose of the consultation is to identify contraindicated types of work, and not just recommend one profession indicated for health reasons.

2. Activating strategy. This is a strategy of a predominantly proactive, preventive plan, when the student is prepared for professional and personal self-determination, and is guided towards self-preparation for a professional choice. Within the framework of this approach, work with a teenager occurs at a deeper level - in fact, we are talking about personal development. This strategy is being developed in its most complete form by N.S. Pryazhnikov (1996). The following stages of work are distinguished:

1) preliminary stage, familiarization with information about the student;

2) a general assessment of the counseling situation (the characteristics of the student, his vision of the problem);

3) putting forward (or clarifying a previously put forward, at a preliminary stage) professional consulting hypothesis (a general idea of ​​the client’s problem and possible ways and means of solving it);

4) jointly with the teenager, clarifying the problem and goals for further work;

5) joint solution to the identified problem:

• Solving information and reference problems (with the help of literature - textbooks, reference books, professional charts), and it is important to stimulate the child to independently search and analyze information;

  Solving diagnostic problems (ideally, diagnostics is aimed at self-knowledge), and here both traditional methods and special activating games and exercises are used, the main thing is that they are understandable to the child;

  Moral and emotional support for the child (using psychotherapeutic and psychocorrectional techniques);

  Making a specific decision;

6) joint summing up of the work.

This general scheme is not rigid, it depends on the specific case and, although it is aimed at healthy children, with appropriate adaptation it can also be used when counseling children with developmental disorders.

An activating approach can be useful in those fairly common cases when a teenager has not developed professional interests and inclinations at all. The task of activating children with developmental disabilities is generally very important, since with improper upbringing they often have a passive life position, which complicates social adaptation.

Professional counseling for children with developmental disorders is a very important and almost undeveloped problem, and its practical solution in relation to each individual child requires multifaceted training of the consultant - knowledge of the world of professions and their psychological requirements, professional restrictions imposed by the defect, the basics of psychotherapy and psychological correction, etc. Sometimes help from other specialists (eg clinicians) may be needed. But this type of counseling is certainly necessary.

Psychological counseling for specialists working with children with disabilities. The organizational and content features of psychological counseling for teachers and other participants in the educational process are determined by the need to harmonize and coordinate the joint efforts of a multidisciplinary team of specialists. This allows us to ensure effective consolidation, continuity, continuity, consistency and integrativeness of comprehensive psychological and pedagogical support for the education and development of children.

At the same time, the main need of teachers for counseling is due to the need to discuss, clarify and explain the psychological and pedagogical characteristics of students, including their cognitive, emotional, personal and behavioral manifestations that impede productive interaction and reduce the effectiveness of correctional work. Analysis of such manifestations, the causes and factors that provoke them, not only makes it possible to predict the development of the situation and determine the likely effectiveness of the interventions, but also opens up the possibility of finding ways to optimize the process of their training and education through the use of effective psycho-correctional techniques in their work.

Often there is a need to provide advisory assistance and mediation support for the interaction between the teacher and the child’s parents, since family members are often in a long-term psychogenic situation associated with numerous difficulties in raising and socializing a child with disabilities, and need psychological and pedagogical support.

If, in the process of training and education, specialists do not detect problems in interaction with the child, difficulties in mastering the educational program of a cognitive-cognitive and emotional-personal nature, or behavioral disorders, then the need for counseling does not arise.

In some cases, consultation with specialists is carried out not only at their direct request, but also at the initiative of parents, the decision of the administration of an educational institution, etc. in order to prevent problems from arising. For example, such counseling would be appropriate in cases where the family development situation reveals certain risks of a negative impact on the child, for example, one of the parents or other family members is seriously ill, the parents lead an antisocial lifestyle, or are preparing for divorce. These and similar factors can have an extremely negative impact on the child’s condition.

However, most often the need for specialists in counseling arises in connection with obvious problems of the child that have already arisen and negatively affect the educational process. In this case, the main task of the consultant is to analyze and explain the mechanisms of their occurrence and determine effective ways to eliminate or level them with the help of psychological, pedagogical and organizational measures.

The effectiveness of counseling in this case is assessed by the extent to which the information received by the specialist helped him develop adequate ways of interacting with the child and members of his family both in a normal educational situation and in difficult situations for the child associated with stress during the adaptation period, during certification tests. and control tests, etc.

In the process of developing a strategy for optimizing interaction, it is necessary to focus on the individual personal characteristics of the child, which in a situation of stress begin to manifest themselves in the form of socially unacceptable protest reactions, conflict or manifestations of behavioral negativism. It is over such children that conflict situations most often arise between parents and teachers.

Consulting teachers with a psychologist should primarily be based on how the teacher perceives the child and interprets the reasons for his behavioral manifestations.

Quite often, a teacher, faced with problematic, defiant or, conversely, overly passive, submissive behavior of a child in the class, finds it difficult to distinguish between the manifestations of a child’s psychogenic reaction, which indicate his deep experiences of psychological problems, and the shortcomings of his upbringing.

For example, in children with a hypersthenic type of reaction, during educational activities, behavioral reactions that are unacceptable and unacceptable in the classroom, from the teacher’s point of view, may arise that interfere with the conduct of classes or a lesson. Trying to restore discipline in the classroom at any cost (for example, fearing for his own pedagogical authority), the teacher does not always pay due attention to analyzing the reasons for this child’s behavior. And in the process of restoring order in the classroom, it can often contribute to additional traumatization of the perpetrator of the disturbance, subjecting him, for example, to public humiliation. In this case, not only will the problem not be resolved, but, most likely, the possibility of contact with this child will be lost.

Unresolved conflicts can lead to unpredictable and irreversible consequences (for example, a teenager, unable to cope with a complex of personal problems, may resort to the use of physical violence, including the use of weapons, against those who, in his opinion, humiliated him in a group of peers etc.). Especially often, such situations can arise if the child is not able to predict the long-term consequences of his actions, does not know how to establish cause-and-effect relationships, or has difficulties in socially interpreting events in the surrounding reality (for example, a mentally retarded child or a child with schizophrenia, autism, psychopathic personality disorder and etc.).

Another situation that also requires careful psychological analysis is related to the interpretation of the behavior of children who have a hyposthenic type of response. In this case, children tend to internally experience the events that happen to them and do not know how to actively and timely respond to negative emotional states, which can in some cases become the cause of suicidal behavior. Therefore, the teacher should be wary not only of the aggressive and defiant behavior of children, but also of excessively passive, submissive behavior against the background of a depressed background of the pupil’s mood. Thus, another important direction has emerged in the psychological counseling of teachers: to teach specialists to promptly pay attention to such symptoms of psychological distress and take adequate measures to overcome them.

In addition to discussing issues related to the psychological and pedagogical characteristics of persons with disabilities, the difficulties of their training and education, within the framework of this area, the tasks of optimizing and harmonizing relationships between specialists in a single educational space (teaching team), preventing the syndrome of their professional and emotional-personal burnout. Thus, we can say that counseling in this case provides the necessary support and restoration of the personal and professional resources of specialists - participants in a single educational space.

Considering the structure and organization of consulting specialists, we can note the need to ensure its compliance with the standard requirements, rules and methodological recommendations disclosed in the previous section.

Another important task of consulting specialists working with children with disabilities is to optimize their professional and personal relationships, harmonize the psychological atmosphere in the team, and help in establishing productive cooperation. The purpose of this direction of counseling is to establish “open” interaction as the most favorable and constructive form of interaction in order to improve the productivity of correctional work. This nature of interaction, as practice shows, can ensure compliance with the principles of mutual respect and support, ethical standards for the exchange of professional information between participants in pedagogical communication. Professional cooperation of specialists is based on direct communication, a comprehensive analysis of the basic needs of a child with disabilities, their family members, dominant and secondary factors influencing the effectiveness of the correctional process in an educational institution. At the same time, it is necessary to ensure flexibility, efficiency and trust in professional relationships, their focus on achieving a common goal - effective consolidation and complementarity of joint efforts to optimize the system of psychological and pedagogical support for children with disabilities. To resolve these issues, it is necessary to skillfully combine both individual and group forms of advisory work. In some cases, it is advisable to carry out an individual analysis of the causes and ways to solve emerging problems of professional interaction among individual specialists at the stage preceding their group discussion; in other cases, the need for individual counseling is identified already in the process of group consultation. However, the approval of general rules of professional interaction in a specific team will be effective only if it is carried out on the basis of joint decision-making by all participants in the service of psychological and pedagogical support for persons with disabilities.

Consultative work with specialists from the service of psychological and pedagogical support for the education of persons with disabilities involves improving their communication abilities and the ability to carry out effective professional communication.

When determining the forms and content of such work, it is necessary to take into account the main causes of difficulties encountered in communicating with persons with disabilities and their families. Among these reasons, the leading place is occupied by:

Difficulties in determining possible resources and optimal ways to meet the correctional and rehabilitation needs of children with disabilities and members of their families;

Inability to constructively formulate conclusions about the problems of a child’s development and upbringing, develop recommendations for parents to overcome them, and coordinate the interaction of participants in the correctional process;

Insufficient understanding of the psychological aspects of the problems of families raising children with developmental disabilities;

Difficulties in determining the optimal form and style of communication with parents (for example, insufficient or excessive emotional intensity of communication, difficulties in choosing a constructive style of interaction in conflict situations that arise when communicating with “difficult” parents, etc.) and other participants in the correctional pedagogical process.

Based on this, the tasks of advisory work with specialists providing psychological and pedagogical support are:

1) improving professional communication skills, harmonizing relations between subjects of a single educational space (consulting on optimizing communication with parents, including in conflict situations, discussing issues of ethics of business relations, algorithm of interprofessional interaction, etc.);

2) developing the skills to provide “feedback”, i.e. sensitively exchange information taking into account the emotional reactions of the interlocutor. For information to be useful to parents, it must be presented in such a way that it is accessible to them, so that they understand it correctly and can apply the knowledge gained;

3) prevention of professional burnout syndrome, stimulation of professional and creative improvement;

4) increasing the level of cognitive and emotional-personal components of professional competence of specialized specialists in the service of psychological and pedagogical support for the education and development of persons with disabilities;

5) prevention of conflict situations in the relationships between participants in the educational process.

Depending on the content of the work, it is recommended to use the following forms of organizing advisory work.

1. Lectures and educational work on problems of developmental disorders. The purpose of such work with specialists is to increase their competence, deepen knowledge about the features of the manifestation of various developmental disorders, methods of correction and possibilities for preventing secondary deviations. The topic of such classes depends on what category of abnormal children the specialist works with, and can be represented by the following topics: “Modern technologies for identifying mental development disorders in children at different age stages”; “The main stages of correctional work to prevent and correct behavioral disorders in mentally retarded children”; “Types of work to optimize communication with parents raising preschoolers with disabilities”; “Implementation of resource opportunities for interdepartmental interaction in organizing leisure activities for children with cerebral palsy of primary school age”; “Development of spatial and temporal concepts in children”, etc.

2. Discussion and problem-based form of consultations and seminars. Unlike lecture forms, this type of lesson allows for contact between specialists, ensuring active assimilation, comprehension, and critical perception.

The most common methods of activation include discussion questions, comparison of different positions, points of view, and current pedagogical concepts. Their use presupposes the emergence of interest in the topic of consultation, discussion, association with one’s own experience, the desire to actively participate in a collective discussion, and reflect. As a subject of discussion, for example, we can highlight the comparison of the concepts of “cooperation with parents” and “work with parents.”

3. Specially organized advisory stages in the organization of business games, personal growth training, as well as other interactive methods, which represent teachers modeling adequate ways of behavior in the process of solving problematic problems and analyzing conflict situations.

The purpose of this type of methodological work is to develop ideas about possible and optimal strategies for the behavior of specialists in specific problem situations. Resolving specially simulated problem situations contributes to the development of pedagogical tact in interaction with parents, colleagues and children, and the ability to dose one’s influence.

Control questions

1. Expand the main content of the concept of “counseling” and determine its place in the system of psychological assistance to persons with disabilities in special education.

2. Describe the content and organizational features of counseling family members raising children with developmental disabilities.

3. Reveal the tasks, features of the organization and content of counseling for persons with disabilities at different age stages.

4. Describe the content and organizational aspects of counseling specialists working with children with disabilities.

Literature

Main

1. Burmenskaya G.V., Zakharova E.I., Karabanova O.L. Developmental psychological approach to counseling children and adolescents. M.: AST, 2002.

2. Levchenko I.Yu., Zabramnaya S.D. and etc. Psychological and pedagogical diagnostics of the development of persons with disabilities: Textbook / Ed. I.Yu. Levchenko, S.D. Abram. 7th ed., erased. M.: Academy, 2013.

3. Shipitsyna L.M., Kazakova E.I., Zhdanova M.A. Psychological and pedagogical consultation and support of child development: A manual for teachers and speech pathologists. M.: Vlados, 2003.

Additional

1. Aleshina Yu.E. Individual and family psychological counseling. M.: Klass, 2004.

2. Aleshina Yu.E. Advisory conversation // Introduction to practical social psychology: Textbook, manual / Ed. Yu.M. Zhukova, L.A. Petrovskaya, O.V. Solovyova. M., 1996.

3. Belobrykina O.A. Theory and practice of psychological services in education. Novosibirsk: NGPU, 2005.

4. Kapustin S.A. Criteria for normal and abnormal personality in psychotherapy and psychological counseling. M.: Cogito-Center, 2014.

5. Karabanova O.A. Psychology of family relationships and the basics of family counseling: Textbook, manual. M.: Gardariki, 2005.

6. Kociunas R. Basics of psychological counseling. M., 1999.

7. Monina G.B. Psychological counseling of children and adolescents: Textbook. SPb.: Publishing house. St. Petersburg University of Management and Economics, 2011.

8. May R. The art of psychological counseling. M., 1994.

9. Nemov R.S. Psychological counseling: Textbook. M: Vlados, 2010.

10. Ovcharova R.V. Practical educational psychology: Textbook, manual. M.: Academy, 2003.

11. Staroverova M.S., Kuznetsova O.I. Psychological and pedagogical support for children with emotional-volitional disorders. M.: Vlados, 2014.

12. Sytnik S.L. Basics of psychological counseling. M.: Dashkov iK°, 2012.

13. Khukhlaeva O.V. Fundamentals of psychological counseling and psychological correction: Textbook, manual. M.: Academy, 2011.

Features of working with parents with children with disabilities

Currently, in the Russian Federation there is an increase in the number of children with disabilities (from newborns to adolescents 17 years old). In 2009 and 2010, their number remained virtually unchanged - 495.37 and 495.33 thousand, respectively. Then in 2011 there was an increase (up to 505.2 thousand), which was also observed in subsequent years: in 2012 - 510.9 thousand, in 2013 - 521.6 thousand, in 2014 - 540.8 thousand.

Table 1.

	Amount of children

Thus, there is a steady trend of increasing children with disabilities in general education institutions in the Russian Federation.

Children with disabilities (CHD) are children aged 0 to 18 years with physical and (or) mental disabilities who have limitations in their ability to live due to congenital, hereditary, acquired diseases or consequences of injuries, confirmed in the prescribed manner.

Art. 2 clause 16 of the Federal Law on Education states that a student with disabilities is an individual who has deficiencies in physical or psychological development, confirmed by a psychological, medical and pedagogical commission, and which prevent them from receiving an education without the creation of special conditions.

Analysis of defectological and psychological-pedagogical literature allowed us to identify the main nosological groups of children with developmental disorders:

• Children with visual impairments. These may be completely blind or visually impaired. The primary defect in this case is sensory in nature, since due to damage to the visual analyzer, the child’s visual perception suffers. Vision is practically not used in orientation and cognitive activities.
• Children with hearing impairments. These include the deaf, the hard of hearing and the late hearing. In this case, the primary defect is also a sensory disorder, namely damage to the auditory analyzer. In this case, verbal communication is significantly difficult or impossible.
• Children with musculoskeletal disorders. The primary defect is movement disorders due to organic damage to the cerebral cortex, which perform the function of motor centers. In such cases, children may experience motor clumsiness,
  impaired coordination, strength and range of motion. Movements in time and space are either impossible or significantly difficult.
• Children with speech underdevelopment or severe impairments. This category further develops complications in the cognitive sphere and communications.
• Children with intellectual development disorders, the primary disorder is organic brain damage, causing impairment of higher cognitive processes. Mentally retarded children are children who have a persistent, irreversible disorder of mental development, primarily intellectual, that occurs in the early stages of ontogenesis.
• Children with mental retardation, they are characterized by a slow pace of formation of higher mental functions and relatively persistent states of immaturity of the emotional-volitional sphere and intellectual deficiency, not reaching mental retardation, due to mild organic lesions of the central nervous system (CNS).
• Children with emotional-volitional disorders(children with early childhood autism). This is a heterogeneous group that can be characterized by different clinical symptoms and psychological and pedagogical characteristics. A common feature of autism in children is impaired communication and social contacts.
• Children with complex (complex) developmental defects, when two or more primary disorders coexist, for example, cerebral palsy and hearing impairment, mental retardation and visual impairment.

Speaking about the peculiarities of working with parents of such children, I would like to focus not so much on the forms of work (they are not much different from working with other parents: parent meetings, master classes, consultations), but on the internal content. Children with disabilities need correction, and parents need psychotherapy. Whatever form of work we have, it always has a psychotherapeutic effect, that is, the parent must leave with a resource.

The appearance of a child with disabilities in a family qualitatively changes the existing way of life, causing in parents a very wide range of emotional reactions, most often united by such a capacious concept as “parental stress”. The dynamics of parental stress are traditionally divided into several stages.

First stage associated with emotional disorganization of family members. Parents experience shock, confusion, confusion, helplessness, and in some cases fear at the situation they are faced with.

Second stage - This is a period of negativism and denial. This stage manifests itself in different ways: some parents do not want to admit the existence of a problem and the child’s diagnosis (a reaction like “my child is not like that”), others, recognizing the problem, become unjustified optimists regarding the positive prognosis for the child’s development and rehabilitation, and do not understand the full depth problems (reaction like “he’ll get better, he’ll outgrow”).

At the first and second stages, the efforts of the psychologist should be sent to strengthening family relationships and cooperation between family members. It is important for psychologists and other specialists to understand that at first parents may not be ready for their help, especially to communicate with a psychologist or psychotherapist. During this period, parents of a child with disabilities are more likely to share their experiences with other parents who have a child with similar problems. And this experience can have a supportive and even psychotherapeutic effect, which is very valuable for resource-building for a given family.

The third stage is grief. As parents begin to accept and understand their child's problems, they become deeply saddened by the problem. At this stage, family members may develop depressive and neurotic reactions.

Fourth stage - adaptation. It is characterized by emotional reorganization, adaptation, and acceptance of the situation of the appearance of a child with special needs in the family. Some parents, due to their personal qualities, life experience and other factors, can independently cope with the above stages and adapt to a similar situation, other parents need psychological help in the form of consultations and emotional support, and some parents and other family members need long-term psychotherapeutic help.

Of course, each family situation associated with the appearance of a child with disabilities is unique and individual, and exactly how and for how long the stages of adaptation syndrome will proceed depends on a number of accompanying factors (the personality of the parents, the child’s diagnosis, prognosis, etc.). There are situations when parents “get stuck” at one of the stages and then the psychologist’s task is to accompany the parents during this period, help them live through it and reach the next stage.

At those stages when parents are ready to share their experiences with a psychologist(or other specialists) are ready to accept help from him, the psychologist’s task becomes to help parents (and other family members) through awareness of your feelings and experiences, through correction of the parental state, to form in them a value-based attitude towards the child with disabilities and a positive outlook on his future. In order to help achieve this goal, we offer a version of a structured questionnaire for parents with children with disabilities, which allows you to clarify the disturbing symptoms of the parents themselves (not the child) and reflect on the nature of the problem. This questionnaire is of a psychotherapeutic nature; it allows parents to go beyond the usual perception and understanding of their situation, remove the generalization of the problem, breaking it into its component parts, and get out of the associated state.

The questionnaire allows parents to realize their true feelings, emotions, experiences - to verbalize - to begin to manage them. Get over the problem. While we are inside, associated, the problem controls us.

Option for a structured interview with parents of children with disabilities

Complaints

What specifically worries the mother (other family members) about the child’s behavior, emotional state, communication with other children or adults?

When did the concerns first arise?

When did this become noticeable?

When did this start to bother you?

When you (mother) see this, when you encounter this, what happens to you? What are you experiencing? What is physically happening to you?

What do you do in these moments?

What can you do?

Who or what helps you preserve or support yourself at these moments?

How do you understand and determine that the next difficult moment is approaching?

Does it happen that something should start, but doesn’t?

How do such difficult moments most often end?

What happens next?

When do you “exhale”?

Does it get better or worse over time?

What kind of adult does this problem make you feel?

What life challenge does this problem pose for you on a life-long scale?

Nature of the problem

What do you think about the reasons for those characteristics of the child that bother you?

When and under what circumstances did you realize that this was so?

If you have found this point, return to this moment and remember what has changed inside you?

What did this understanding give you?

The proposed questions for conducting a conversation with parents are approximate and can be modified depending on the context of the conversation, the characteristics of the child or parents, the stage of the family’s situation and many other factors. This questionnaire will help the specialist structure a conversation with parents, diagnose their emotional state and possibly determine some vectors of correctional assistance for this particular family.

Stages of counseling for families raising children with disabilities

1. Acquaintance. Establishing trusting contact.
2. Determination of family problems from the words of parents or their surrogates.
3. Psychological and pedagogical diagnostics of the child’s characteristics.
4. Determining the parenting model used by parents and diagnosing their personality traits.
5. Formulation by a psychologist of real problems existing in the family.
6. Identify ways in which problems can be solved.
7. Summing up, summarizing, consolidating the understanding of problems in the formulation of a psychologist.

According to statistics, the majority of families in which children with developmental disabilities are born break up, and fathers leave these families. Different experts give different data: some say about 10% of two-parent families raising disabled people, others say about 5-8%...

Families are more prone to divorce where the woman behaves passively or panicky (gets irritated and sounds the alarm for any reason). Such marital relations do not begin precisely when a sick child was born; the deposits were made even before his birth. In families where good relationships have developed from the beginning, this rarely happens. Some married couples believe that the birth of a sick child only strengthened their union. But more often than not, unfortunately, the opposite happens.

What begins to happen in such a family between husband and wife? A common option, unfortunately, is this: instead of uniting even more and treating each other with even more care, overcoming new difficulties, spouses become opponents and claimants.

The same thing often happens in families where ordinary children grow up. But in a family in crisis, this confrontation intensifies, sometimes mutual accusations are added to it, like: “It’s because of you that the child was born like this, there’s something wrong in your family,” etc. Naturally, a woman is emotionally attached to the child is much larger than the father, she experiences the various conditions of her child more acutely. But does this mean that the father loves the child less?

Features of counseling fathers

Considering the complexity and multifaceted nature of the problem of fathers accepting a child with special needs, the counseling process should be aimed at:

Support and development of the child’s father’s need to preserve the family or, if divorce is inevitable, to develop responsibility for the maintenance and material support of the child and his mother;

Reducing the level of trauma due to the mental or physical “defect” of the child; a gentle attitude towards the experiences of fathers (reactions that we can record that are different from women’s);

Developing a desire to help the child’s mother, understand her difficulties, and provide psychological support;

Involving the father in active communication with the child (walks, physical development activities, joint recreation, family traditions).

Features of counseling mothers

Tactics of working with mothers are manifested in:

Relieving tension in contacts with the child and society;

Discussion of the problems of a particular family as problems that exist in many similar families, as well as in families raising healthy children;

Correction of the mother’s destructive position (“my child is like everyone else, he has no problems. When he grows up, everything will go away on its own,” or “Nothing will ever come of him”).

The attitude of parents towards the characteristics of their child is the starting point that will determine the future path of the child and his socialization in society. Violations of child-parent communication and a destructive attitude towards the problem can lead to irreversible behavioral deviations and significantly complicate the process of socialization of the child. In order to be able to help their child, parents, first of all, must themselves be in a resourceful state, should not be ashamed of their child or strive, out of pity, to protect him from any difficult activity. Then the child himself will not feel different, helpless, incapable of anything.
Memo “If there is a special child in the family”

1. Never feel sorry for a child because he is not like everyone else.
2. Give your child your love and attention, but do not forget that there are other family members who also need it.
3. No matter what, maintain a positive view of your child.
4. Organize your life so that no one in the family feels like a victim by giving up their personal life.
5. Do not protect your child from responsibilities and problems. Solve all matters together with him.
6. Give your child independence in actions and decision-making.
7. Watch your appearance and behavior. The child should be proud of you.
8. Do not be afraid to refuse your child anything if you consider his demands to be extraordinary.
9. Talk to your child often. Remember that neither TV nor radio can replace you.
10. Do not limit your child’s communication with peers.
11. Seek advice from teachers and psychologists more often.
12. Communicate with families with children. Share your experience and learn from others.
13. Remember that someday the child will grow up and he will have to live independently, prepare him for his future life, talk about it.

Introduction

Conclusion

Literature

Application

Introduction

The relevance of research.The main spheres of human life are labor and everyday life. A healthy person adapts to his environment. For disabled people, the peculiarity of these spheres of life is that they must be adapted to the needs of disabled people. They need to be helped to adapt to the environment: so that they can freely reach the machine and perform production operations on it; They could themselves, without outside help, leave home, visit shops, pharmacies, cinemas, while overcoming ascents, descents, passages, stairs, thresholds, and many other obstacles. In order for a disabled person to overcome all this, it is necessary to make his living environment as accessible as possible to him, i.e. adapt the environment to the capabilities of a disabled person, so that he feels equal to healthy people at work, at home, and in public places. This is called social assistance to the disabled, to all those who suffer from physical and mental limitations.

You can be born with a developmental disability, or you can “acquire” it and become disabled in your old age. No one is immune from incapacity. Its causes may include various unfavorable environmental factors and hereditary influences. The severity of disorders of a person’s psychophysical health can vary from mild (almost imperceptible from the outside) to severe, pronounced (for example, cerebral palsy, Down syndrome). Currently in Russia there are more than 15 million people with developmental disabilities, which is about 11% of the country's population. More than 2 million children with disabilities (8% of the total child population), of which about 700 thousand are disabled children. The deterioration of the environmental situation, the high level of morbidity among parents (especially mothers), and a number of unresolved socio-economic, psychological, pedagogical and medical problems are contributing to an increase in the number of children with disabilities and children with disabilities, making this problem especially urgent.

Persons with disabilities are people with disabilities in physical and (or) mental development, that is, deaf, hard of hearing, blind, visually impaired, with severe speech impairments, musculoskeletal disorders and others, including disabled children. Disabilities - limited health capabilities. The organization of social and pedagogical activities in conditions of developmental disorders acquires a specific correctional and compensatory character and is a powerful adapting factor. An important aspect of social and pedagogical activity is social rehabilitation—the process of restoring the basic social functions of an individual. The variety of functions of a social teacher’s activity also determines the variety of its means. Interest in the problem of social protection of children with disabilities, in their social problems, as well as in the difficulties faced by a family raising such a child, is constantly growing, which is confirmed by an increase in the number of studies, monographs, books, articles devoted to these pressing problems in the world. all over the world. In the system of the Ministry of Health and Social Development of the Russian Federation, there are special institutions for children and adults with disabilities, in which children and adolescents receive programs for the development of cognitive abilities, self-care skills, everyday orientation, the formation of elements of moral and aesthetic education:

boarding houses for children with severe mental retardation;

orphanages for children with severe physical disabilities;

special vocational schools;

boarding homes for the elderly and disabled;

psychoneurological boarding schools. One of the most alarming trends of the late 20th century was the steadily increasing number of people with health problems, including people with disabilities. Depending on the disease or the nature of the developmental disorder, various categories of such children are distinguished: blind and visually impaired, deaf and hard of hearing, mentally retarded, with speech impairments, musculoskeletal disorders and a number of others.

Objectof this final qualifying work are persons with disabilities.

The subject of this qualifying work is methods of working with this category of persons.

Goal of the work

implementation of methods and practical solutions to disability problems.

Tasks:

theoretical and methodological foundations and technologies for organizing psychological and pedagogical support for persons with disabilities in the special education system;

features and opportunities for training, education and development of persons with disabilities from the perspective of a systematic approach

Hypothesis:An important aspect in the education system of persons with disabilities is the process of successful socialization, satisfaction of needs, training, career guidance - family.

The methodological basis of the study was the works of: Akatova L.I. Social rehabilitation of children with disabilities. Psychological foundations M., 2003, Sorokina V.M., Kokorenko V.L. Workshop on special psychology / ed. L.M. Shipitsionoy-SPB., 2003, Nesterova G.F. psychological and social work with disabled people: rehabilitation for Down syndrome.

Social and pedagogical assistance to persons with disabilities

Currently, 4.5% of Russian children are classified as people with disabilities. According to the International Nomenclature of Impairments, Disabilities and Social Impairments, a disability can be considered any limitation or inability to carry out an activity in a manner or within a range considered normal for a person of a given age. Disability is understood as social insufficiency that occurs as a result of health problems, accompanied by a persistent disorder of body functions and leading to limitation of life activities and the need for social protection.

The status of a disabled child in our country was first introduced in 1973. The category of disabled children included children with significant limitations in their life activities, leading to social maladjustment due to impaired development and growth, abilities for self-care, movement, orientation, control of their behavior, learning, and work in the future.

Disabled people constitute a special category of citizens for whom additional social protection measures are provided. According to Social assistance (as defined by L.I. Aksenova) is a system of humanitarian services (law enforcement, healthcare, educational, psychotherapeutic, rehabilitation, consulting, charitable) to representatives of economically disadvantaged, socially weak, psychologically vulnerable layers and groups of the population in order to improve their ability to social functioning. Social assistance is provided by social service institutions. b Social services - the activities of social services for social support, provision of social, social, medical, psychological and pedagogical services. Social and legal services and material assistance, social adaptation and rehabilitation of citizens in difficult life situations.

Social-pedagogical activity (as defined by V.A. Nikitin) consists of providing educational and upbringing means for the directed socialization of the individual, transferring to the individual (and mastering by him) the social experience of humanity, acquiring or restoring the social orientation of social functioning.

Social and pedagogical activities include the following processes:

education, training and upbringing;

interiorization (transformation of the structure of objective activity into the structure of the internal plane of consciousness);

exteriorization (the process of transition from internal mental activity to external, objective) socio-cultural programs and public heritage.

The organization of social and pedagogical activities in conditions of developmental disorders acquires a specific correctional and compensatory character and is a powerful adapting factor.

An important aspect of social and pedagogical activity is social rehabilitation - the process of restoring the basic social functions of an individual.

Social integration (as defined by L.I. Aksenova) is the complete, equal inclusion of the individual in all necessary spheres of social life, decent social status, achieving the possibility of a full-fledged independent life and self-realization in society.

Social integration is an indicator of the effectiveness of the organization of social and pedagogical activities in the field of social institutions of a correctional and compensatory orientation.

The main position of the modern system of social and pedagogical assistance is the priority of the individual and family. The Federal Law “On Social Protection of Disabled Persons in the Russian Federation” (No. 181-FZ dated November 24, 1995) social protection of disabled people can be defined as a system of state-guaranteed economic, social and legal measures that provide these people with conditions for overcoming, replacement (compensation) restrictions on life activity and aimed at creating opportunities for them to participate in the life of society equal to other citizens.

As is known, in accordance with the Constitution of 1993, the Russian Federation is a democratic social state, ensuring equality of rights and freedoms of citizens, that is, combating discrimination based on health status. Thus, the social policy of the Russian state should be based on the full social protection of children with disabilities who come under its care to varying degrees.

Charitable organizations, including the Red Cross Society - material, in-kind assistance, organization of communication; trade organizations - supply of food, children's goods, furniture, appliances, books, etc.

Enterprises of working parents provide financial support, improve housing if possible, organize part-time work, part-time work for a working mother, home work, protection from dismissal, and provide vacation benefits.

Depending on the degree of impairment of body functions and limitations in life activity, persons recognized as disabled are assigned a disability group, and persons under 18 years of age are assigned the category “disabled child.”

Structure of social and pedagogical assistance in Russia:

public sector - institutions, enterprises, services, federal ministries and departments: Ministry of Health and Social Development, Ministry of Education and Science. Ministry of Culture and Mass Communications, etc.;

municipal sector - institutions, enterprises, services created by public charitable, religious and other non-governmental organizations. A social teacher provides assistance to children with intellectual, pedagogical, psychological, and social deviations from the norm that have arisen as a result of a lack of full-fledged social education, as well as children with physical, mental or intellectual developmental disorders.

L.I. Aksenova identifies the following innovative directions in the strategy of social and pedagogical assistance:

the formation of a state-public system of social and pedagogical assistance;

improvement of the process of social education (in the conditions of special educational institutions based on the introduction of variability and different levels of education, continuation of the educational process beyond the framework of a special school and beyond school age);

creation of fundamentally new (interdepartmental) forms of institutions for the provision of social and pedagogical assistance;

organization of early diagnosis and early assistance services in order to prevent developmental disorders and reduce the degree of disability;

the emergence of experimental models of integrated learning;

reorientation of the systemic organization of management of the educational process based on the formation of subjective relations of all its participants: child - specialists - family.

Rehabilitation of disabled people is defined as a system of medical, psychological, pedagogical and socio-economic measures aimed at eliminating or, possibly, more fully compensating for limitations in life activity caused by health problems with persistent impairment of body functions. Its goal is to restore the social status of a disabled person, achieve financial independence and social adaptation. Rehabilitation includes:

medical rehabilitation (rehabilitation therapy,

reconstructive surgery, prosthetics and orthotics);

professional rehabilitation (vocational guidance, vocational education, vocational adaptation and employment);

social rehabilitation (social-environmental orientation and social-everyday adaptation).

In cases where we are talking about children with congenital or early acquired health disorders, the concept of ibilitation is used. Habilitation is a system of measures aimed at developing effective methods of social adaptation within the limits possible for a given individual. Habilitation involves the creation, formation of opportunities and connections that ensure the integration into society of people who have practically no experience of normal functioning, and allows the formation of the socio-functional potential of the individual on

the basis of diagnosis and further development of his mental and social capabilities. With the establishment of Soviet power, the state became the main and determining entity in the development of state policy and the provision of social assistance to those in need. In 1918, all charitable institutions and societies were closed, all systems of charity were broken, including the completely liquidation of the institution of monastic and parochial charity as ideologically incompatible with the monopoly of militant atheism and the dictatorship of the proletariat. The new state policy, first of all, was aimed at providing disabled people with material support in the form of pensions and various benefits, first for crippled soldiers, and later for all types of disability, upon the onset of disability. The size and types of material benefits in different historical periods of Soviet power corresponded to the real economic capabilities of the state. Many types of social support for people in need, who found themselves in difficult situations, which arose on the basis of charity and patronage, were lost.

The first forms of public services for caring for the infirm in Russia appeared only during the reign of Ivan the Terrible (1551). From 1861 to 1899 there was a sharp rise in the charitable movement. During this period, private and class charitable societies arose and funds were created for the needs of public charity. Each class, with the rights of self-government, took care of providing assistance to its disabled citizens.

In the 1930s collective farmers' mutual aid funds began to be created. The cash desks were entrusted with the functions of providing various assistance to persons who had lost their ability to work. In 1932, these funds employed 40 thousand disabled people in various jobs on collective farms, as well as in the workshops they organized in the RSFSR alone.

During this period, a network of homes for the elderly and disabled, psychoneurological boarding schools began to be created, a system of specialized educational institutions for people with health problems developed, the number of training and production workshops and production workshops and production enterprises of social security agencies, mutual aid societies for the blind and deaf grew. The prosthetic industry was created. Currently, attitudes towards people with disabilities continue to be ambiguous. Despite all the compassion and desire of society to provide assistance, people with physical defects are perceived as psychologically unable to adapt to the environment, asexual, weak-minded, and in need of protection and shelter. People usually see a wheelchair, a white cane, or headphones, rather than the person themselves. They more often show pity or rejection towards people with disabilities than perceive them as equals.

disability limited health training

Support and its functions for persons with disabilities

The activities of the MU Center for Social Assistance to Families and Children, according to the institution’s charter, are aimed at providing social services to citizens, realizing the rights of families and children to protection and assistance from the state, promoting the stability of the family as a social institution, improving the socio-economic living conditions of citizens, social indicators health and well-being of families and children, humanization of family ties with society and the state, establishment of harmonious intra-family relations, in connection with which the Center carries out:

monitoring the social and demographic situation, the level of socio-economic well-being of families and children;

identification and differentiated accounting of families and children who find themselves in difficult life situations and in need of social support;

determination and periodic provision (permanently, temporarily, on a one-time basis) of specific types and forms of socio-economic, socio-medical, socio-psychological, socio-pedagogical and other social services;

social patronage of families and children in need of social assistance, rehabilitation and support;

social rehabilitation of children with mental and physical disabilities;

participation in the involvement of state, municipal, non-state bodies, organizations and institutions (health care, education, migration service, etc.), as well as public and religious organizations and associations (veterans, disabled people, committees.

Red Cross Societies, associations of large families, single-parent families, etc.) to resolve issues of providing social assistance to citizens and coordinating their activities in this direction;

testing and implementation of new forms and methods of social services, depending on the nature and need of families and children for social support and local socio-economic conditions;

carrying out activities to improve the professional level of the Center’s employees, increase the volume of social services provided, and improve their quality.

The Center’s activities can be adjusted depending on the socio-demographic and economic situation in the area, national traditions, the population’s need for specific types of social support and other factors.

The center for social assistance to families and children arose on the basis of the rehabilitation department for children with limited mental and physical abilities "Rainbow", which was opened on March 6, 2002. On January 14, 2008, the department was reorganized into the Center for Social Assistance to Family and Children. The work of 2 departments is organized on the basis of the Center: the department of rehabilitation of minors with physical and mental disabilities and the department of psychological and pedagogical assistance to families and children.

Department of Rehabilitation of Minors with Physical and Mental Disabilities

The rehabilitation department for minors with physical and mental disabilities is being created to provide social services to minors with disabilities in physical and mental development, as well as to train parents in the peculiarities of their upbringing and rehabilitation methods.

School-age minors attend the rehabilitation department for minors with physical and mental disabilities in their free time from school for the period required for rehabilitation in accordance with individual rehabilitation programs.

Services provided by the department:

Social and pedagogical

ensuring the possibility of early diagnosis of developmental disorders;

providing differentiated psychological and correctional assistance to children and adolescents with disabilities;

psychological and pedagogical examinations of children, analysis of their behavior; examination of the intellectual and emotional development of children, study of their inclinations and abilities, determination of readiness for school;

socio-pedagogical consultation for families raising children and adolescents with disabilities; assistance in creating conditions for good rest, active sports, familiarization with cultural achievements, identification and development of individual abilities of children with disabilities, creative rehabilitation (creative self-expression).

Social and medical:

health education work with families;

training the child’s relatives in practical skills of general child care;

assistance in referring children and adolescents with disabilities to specialized health care institutions to receive highly specialized medical care;

organizing training for parents in knowledge, skills and abilities to carry out rehabilitation activities at home;

Social, household and socio-economic:

assistance to parents in teaching children self-care skills, behavior at home, in public places, self-control and other forms of life activity;

assistance to parents in improving their everyday life;

rental of rehabilitation equipment;

assistance in obtaining material and providing humanitarian assistance to low-income families raising children and adolescents with disabilities;

developing learning skills, social skills and abilities in children, preparing for independent living;

labor education, occupational therapy and organization of pre-vocational training.

Social and legal:

consulting on social and legal issues for children and adolescents, their parents (or persons replacing them);

providing assistance in obtaining and obtaining the rights, benefits and guarantees required by law for persons caring for children and adolescents with disabilities.

Staffing of the department for 2010: total - 6.75 staff units:

head of department;

social work specialist;

social teacher;

social worker - 3 (2 of them accompanying children with a complex disorder).

psychologist;

speech pathologist;

massage nurse.

The day care group is designed for 15 children from 5 to 18 years old who, for health reasons, do not attend preschool institutions, and school-age children who are educated according to individual programs.

Department of psychological and pedagogical assistance to families and children

The activities of the department of psychological and pedagogical assistance to families and children are carried out in order to increase psychological stability and create a psychological culture of the population, primarily in the areas of interpersonal, family, and parental communication.

Specialists provide patronage to families with unfavorable psychological and socio-pedagogical conditions, assist in the socio-psychological adaptation of citizens to changing socio-economic conditions, prevent emotional and psychological crises, and assist citizens in overcoming conflict situations in the family.

Specialists work in families with children, study problem situations, determine the causes of conflicts and provide assistance in eliminating them, advise on issues of education and training

children, promote vocational guidance, obtaining a specialty and employment of minors.

Young mothers receive psychological and pedagogical assistance, skills in raising and developing children.

A social worker organizes leisure time for children and adolescents and assists in obtaining legal, psychological, pedagogical, medical, material, as well as food and clothing assistance.

Psychologists conduct various diagnostics to determine the optimal option for psychological and pedagogical assistance, analyze behavior, and engage in correction to achieve results.

Thus, an analysis of the charter and other documents allowed us to conclude that the main direction of the Center’s work is to provide pedagogical assistance to children and adolescents with disabilities in the region and city and their families, in qualified psychological, social and socio-pedagogical assistance, providing them the most complete and timely adaptation to life. In order to implement comprehensive medical, social and professional rehabilitation of persons with disabilities living in inpatient social service institutions, structural units and (or) special classes (groups) are created in their structure by decision of the authorized executive body of the city of Moscow in the field of social protection of the population ), implementing educational programs of the appropriate level, and labor training workshops in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow.

A stationary social service institution corrects the health limitations of residents, provides consultative, diagnostic and methodological assistance to their parents (legal representatives) on medical, social, legal and other issues, develops individually differentiated training programs, implemented by it independently or with the assistance of state educational institutions implementing educational programs at the appropriate level.

An approximate form of an agreement on the organization of training in a stationary social service institution is approved by the authorized executive body of the city of Moscow in the field of education.

Taking into account the needs of persons with disabilities, permanent, five-day and full-time forms of stay are organized in inpatient social service institutions.

Institutions serving disabled children. Disabled children are served by institutions of three departments. Children under 4 years of age with damage to the musculoskeletal system and decreased mental development are placed in specialized children's homes of the Ministry of Health of the Russian Federation, where they receive care and treatment. Children with mild anomalies of physical and mental development are educated in specialized boarding schools of the Ministry of General and Vocational Education of the Russian Federation. Children aged 4 to 18 years with over

with deep psychosomatic disorders live in boarding homes of the social protection system. There are 30 thousand children with severe mental and physical disabilities in 158 orphanages, half of them are orphans. Selection for these institutions is carried out by medical and pedagogical commissions (psychiatrists, speech pathologists, speech therapists, representatives of social protection of the population), examining the child and establishing the degree of the disease, then drawing up documentation. As of January 1, 2004, there were 70,607 children in 150 orphanages; They were trained in self-service and labor skills according to specially developed programs from the age of 12. Having mastered some professional skills (seamstress, carpenter, nurse-cleaner, janitor, loader, etc.), they received pediatric, neurological, and psychiatric care.

Children who cannot care for themselves are in specialized boarding homes of the social protection system and need care. There are only 6 such institutions in Russia, where in 2010 there were 876 children from 6 to 18 years old.

Medical rehabilitation leaves much to be desired. In rehabilitation institutions, children are educated according to the general education school program. In accordance with the federal target program "Disabled Children" and the presidential program "Children of Russia", territorial rehabilitation centers for children and adolescents with disabilities and territorial centers for social protection of families and children are being created.

In 1997, the system of social protection organizations operated 150 specialized centers, where there were 30 thousand children with severe mental and physical disabilities and 95 rehabilitation departments for children and adolescents with disabilities. 34.7% of these institutions are engaged in the rehabilitation of children with cerebral palsy; 21.5% - with mental and mental development disorders; 20% - with somatic pathology; 9.6% - with visual impairment; 14.1% - with hearing impairment.

The federal target program “Disabled Children,” which is part of the presidential program “Children of Russia,” provides for a comprehensive solution to the problems of children with developmental disabilities. It has the following objectives: prevention of childhood disability (providing relevant literature, diagnostic tools); screening test of newborns for phenylketonuria, congenital hypothyroidism, audiological screening, improvement of rehabilitation (development of rehabilitation centers); providing children with technical means for household self-service; strengthening personnel with systematic advanced training, strengthening the material and technical base (construction of boarding houses, rehabilitation centers, providing them with equipment, transport), creation of cultural and sports bases.

Forms and types of assistance to persons with disabilities

State educational institutions for children in need of psychological, pedagogical and medical-social assistance, special (correctional) educational institutions and pre-school educational institutions that correct disabilities provide persons with disabilities and their parents (legal representatives) with comprehensive psychological and pedagogical and medical-social assistance aimed at:

) identification, psychological, medical and pedagogical diagnostics and correction of health limitations;

) development of individual training programs and organization of individual and (or) group classes aimed at developing self-care skills, communication, and basic work skills in persons with complex and (or) severe disabilities;

) providing psychological and pedagogical support to persons with disabilities and their parents (legal representatives);

) advisory, diagnostic and methodological assistance to parents (legal representatives) of persons with disabilities on medical, social, legal and other issues;

) information and methodological support for teaching and other employees of educational institutions where people with disabilities study;

) implementation of a comprehensive system of measures for social adaptation and vocational guidance of persons with disabilities.

In 1997, regional programs operated in 70 regions of the Russian Federation. In a number of regions, quota jobs were created for women raising disabled children (Astrakhan, Kursk), jobs were created for disabled teenagers in Moscow (vocational education in 13 specialties), etc.

Recently, the level of material and technical base of orphanages has decreased due to lack of funding, and the construction of new orphanages has been suspended.

The experience of the Pskov treatment and pedagogical center for children and adolescents with severe and multiple disabilities, operating as a day (coming) school, shows that if the understanding of learning is only as mastering the skills of writing, reading, counting, rethink and consider learning as a process of forming vital abilities in children with profound and multiple disabilities, they can be taught:

make contact and maintain it with others;

navigate in space and explore the world around you; participate in creative activities.

The atmosphere of home comfort and the presence of relatives (most of the teachers at this school are the parents of these children) help motivate students to be active.

Analyzing the current situation in Russia in the field of social and pedagogical assistance to persons with disabilities, we can highlight innovative directions in its strategy:

the formation of a state-public system of social and pedagogical assistance (the creation of educational institutions, social services of the state and public sectors);

improvement of the process of social education in the conditions of special educational institutions based on the introduction of variability and different levels of education, continuation of the educational process outside the framework of a special school and beyond school age, depending on the characteristics of the psychophysical development and individual capabilities of the child;

creation of fundamentally new (interdepartmental) forms of institutions for the provision of social and pedagogical assistance (permanent psychological, medical and social consultations, rehabilitation and medical, psychological and social centers, etc.);

organization of early diagnosis and early assistance services in order to prevent developmental disorders and reduce the degree of disability;

the emergence of experimental models of integrated learning (inclusion of one child or group of children with disabilities in the environment

healthy peers);

reorientation of the systemic organization of management of the educational process based on the formation of subject-subject relations of all its participants (child-specialist-family).

Conclusion

In recent years, the number of disabled people has increased by 15%. These are mainly neuropsychiatric diseases. The reasons are the environmental situation, injuries, diseases or conditions of the mother during pregnancy.

At first glance, a child with disabilities should be the center of attention of his family. In reality, this may not happen due to the specific circumstances of each family and certain factors: poverty, deteriorating health of other family members, marital conflicts, etc. In this case, parents may not adequately perceive the wishes or instructions of specialists. Sometimes parents view rehabilitation services primarily as an opportunity to get some respite for themselves: they are relieved when their child starts attending school or rehabilitation facilities, because at this moment they can finally relax or go about their business. With all this, it is important to remember that most parents want to be involved in their child's development.

Parents should be in close contact with the social worker and all specialists involved in the process of social rehabilitation of children with disabilities. All methods and technologies of social rehabilitation contribute to choosing, together with parents, one line of social rehabilitation. The experience gained by the department’s specialists in working with such families indicates the low legal, medical, psychological and pedagogical literacy of parents and the need for systematic, systematic work with parents and children. Social work with families should be informal and versatile; this will help children with disabilities in social rehabilitation. Thus, children and parents are jointly trained in independent living skills.

Literature

1. Akatov L.I. Social rehabilitation of children with disabilities. Psychological foundations _M., 2003.

Social protection of the population: experience of organizational and administrative work / edited by V.S. Kukushkina_M., n/d, 2004.

Sorokin V.M., Kokorenko V.L. Workshop on special psychology / edited by L.M. Shipitsina-SPB., 2003.

Nesterova G.F., Bezukh S.M., Volkova A.N. Psychosocial work with disabled people: habilitation for Down syndrome.

T.V. Zozulya. Comprehensive rehabilitation of disabled people.

Borovaya L.P. Social and psychological assistance to families with seriously ill children / L.P. Borovaya // Social and pedagogical work. - 1998. - No. 6. - P.57 - 64.

Mahler A.R. Child with disabilities. Book for parents / A.R. Mahler. - M.: Delo, 1996. - 328 p.

Smirnova E.R. Tolerance as a principle of attitude towards children with disabilities / E.R. Smirnova // Bulletin of psychosocial and correctional rehabilitation work. - 1997. - No. 2. - P.51-56.

Education and medical and social rehabilitation of children with disabilities.

Dementieva N.F. Starovoitova L.I. Social work.

On the situation of children in the Russian Federation: State report - Kaluga 1997. pp. 45-488. On measures of state social support provided for by current legislation for people with disabilities. Information guide. - Petrozavodsk, 2008. - 274 p.

Federal Law of July 17, 1999 No. 178 - Federal Law "On State Social Assistance" (as amended by Federal Law No. 122 - Federal Law of August 22, 2004). development / Under. ed. M.V. Belgesova.A.M. Tsareva. Pskov, 2008. - 295 p.

Vasilkova Yu.V. Vasilkova T.A. Social pedagogy

Eidemiller E.G., Yustiky V.V. Psychology and psychotherapy of the family / E.G. Eidemiller, V.V. Justiky. - St. Petersburg: Peter, 2002.

15. http: www.gov. karelia.ru/gov/info/2009/eco_social09.html

. #"justify">. #"center"> Application

Dear parents!

MU Center for Social Assistance to Family and Children, Juvenile Rehabilitation Department asks you to answer questions and fill out a form. The questionnaire is anonymous. Your opinion about the work of our department is very important to us.

1. How long has your child been attending the department?

less than 6 months;

from 6 months and up to a year;

from 1 year to 2 years;

more than 2 years.

How do you think your child feels about the department?

positively;

I find it difficult to answer;

indifferent;

__________________________________________

How far, according to the scale of your city (district), do you and your child have to get to the department?

the department is very close, next to or almost next to the house;

the department is relatively close;

the department is far away;

the department is very far away.

Are you satisfied with how the institution organizes the work of specialists with your child?

completely satisfied;

partially satisfied;

not satisfied at all.

Are you familiar with your child’s rehabilitation plan?

Are you present at your child's classes?

_________________________________________

Do you participate together with specialists in adjusting rehabilitation measures for your child?

It's not important for me.

How do you rate the success of rehabilitation measures for your child?

I see real changes for the better;

no results;

It's not important for me.

To what extent does the department pay attention to working with parents?

work with parents is carried out sporadically;

There is no work being done with parents at all.

How do you assess your own awareness of the work of the department?

I know everything about the department;

only from the information posted on the department’s stands;

I do not know anything;

_____________________________________________

What do you think needs to change to improve the efficiency of the department?

improve the material base of the institution;

improve the qualifications of specialists;

introduce new forms and methods of work;

improve the quality of social rehabilitation of children;

pay more attention to working with parents;

other ___________________________________________________

Thank you for your participation!