We associate the third stage of testing with the provision of consultative and diagnostic assistance to persons with limited health capabilities.

Areas of psychological counseling

Currently, there are four main directions that define the specialization in the work of a practical psychologist:

• psychodiagnostics;
• psychological counseling;
• psychoprophylaxis;
• psychocorrection.

We will focus on psychological counseling, since it is the main one in the work of a teacher-psychologist in an educational institution and includes the following private types of work:

Development and precise formulation psychological and pedagogical recommendations arising from the results of the psychodiagnostic examination, and the corresponding recommendations must be offered to both adults and children in a form that is understandable and accessible for practical implementation.

Conducting conversations with those who need advice. These conversations end with children and adults receiving the psychological and pedagogical advice they need.

Working with teachers and parents carried out within the framework of psychological comprehensive training and advanced training system. The school psychologist's advisory work is carried out in the following areas:

• consulting and education of teachers;
• parent counseling and education;
• counseling students.

In turn, counseling can take the form of actual counseling on issues of education and mental development of the child, as well as in the form of educational work with all participants in the pedagogical process in an educational institution.

Psychological education is the formation in students and their parents (legal representatives), teaching staff and managers of the need for psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of those who study at each age stage, as well as modern prevention of possible violations in the formation of personality and development of intelligence.

Advisory activities are the provision of assistance to students, their parents (legal representatives), teaching staff and other participants in the educational process in matters of development, education and training.

The peculiarity of the advisory work of a psychologist in elementary school is that the direct “recipient” of psychological help (client) is not its final addressee - the child, but the adult who sought consultation (parent, teacher). Thus, the psychologist sometimes has only an indirect effect on the child. He only gives advice; it is the client’s task to implement them. Despite this specificity of the school psychologist’s advisory work with children of primary school age, their parents and teachers, this area is fundamentally important in the practical work of a school psychologist.

The effectiveness of a specialist’s work is largely determined by the extent to which he was able to establish constructive cooperation with teachers, parents and school administration in solving the problems of teaching and educating students.

In his consulting practice, a school psychologist can implement the principles of counseling from a variety of psychological directions (diagnostic, existential, humanistic, behavioral and other approaches). However, when working with children, whose personality and overall psyche are still at the stage of their formation, taking into account age characteristics is an indispensable condition for the advisory work of a psychologist.

In general, the task of developmental psychological counseling is to monitor the progress of the child’s mental development based on ideas about the normative content and age periodization of this process. This general task today includes the following specific components:

• orientation of parents, teachers and other persons involved in upbringing in the age and individual characteristics of the child’s mental development;
• timely primary identification of children with various deviations and disorders of mental development and referral to psychological, medical and pedagogical consultations;
• prevention of secondary psychological complications in children with weakened somatic or neuropsychic health, recommendations on mental hygiene and psychoprophylaxis (together with pediatric pathopsychologists and doctors);
• drawing up (together with educational psychologists or teachers) recommendations for psychological and pedagogical correction of difficulties in school education for teachers, parents and other persons;
• drawing up (together with family psychotherapy specialists) recommendations for raising children in the family;
• correctional work individually and/or in special groups in consultation with children and parents;
• psychological education of the population through lectures and other forms of work.

Consulting for teachers

In advisory work with teachers, there are a number of principles on which the cooperation of a school psychologist with the teaching staff in solving the problems and professional tasks of the teacher himself is based:

• equal interaction between psychologist and teacher;
• formation in the teacher of an attitude towards solving problems independently, that is, removing the attitude towards a “ready-made recipe”;
• consultation participants taking responsibility for joint decisions;
• distribution of professional functions between teachers and psychologists.

In organizing psychological counseling for teachers, three areas can be distinguished.

• 1. Consulting teachers on the development and implementation of psychologically adequate training and education programs.
• 2. Consulting teachers about learning problems, behavior and interpersonal interaction of specific students. This is the most common form of advisory work of a school psychologist, helping to solve problems in close cooperation between a psychologist, teachers and the administration of an educational institution, as well as create the most favorable conditions for the development of a child’s personality and his learning. Consultation in this direction can be organized, on the one hand, at the request of the teacher, on the other, at the initiative of a psychologist who can invite the teacher to familiarize himself with this or that information about the child and think about the problem of providing help or support. Organization at the request of the teacher is most effective in the form of individual consultations.
• 3. Consulting in situations of resolving interpersonal and intergroup conflicts in various systems of relationships: teacher - teacher, teacher - student, teacher - parents, etc. As part of such social mediation work, the psychologist organizes a situation of discussing the conflict, first with the opponent separately, then all together. The psychologist relieves emotional stress among the parties to the conflict, moves the discussion into a constructive direction, and then helps opponents find acceptable ways to resolve the controversial situation.

Parent counseling

Psychological and pedagogical consultation of parents, as in the situation of working with teachers, can be organized, on the one hand, at the request of the parent in connection with the provision of advisory and methodological assistance in organizing effective child-parent interaction; on the other hand, on the initiative of a psychologist. One of the functions of advisory work with parents is to inform parents about their child’s school problems. Also, the purpose of counseling may be the need for psychological support for parents in case of detection of serious psychological problems of the child or in connection with emotional experiences and events in the family.

Main stages of individual consulting work

• 1. Working with teachers and parents of children studying on a specific individual case is a rather labor-intensive process that requires a certain organization. For a qualified solution to the problem, it is necessary to collect and analyze information in the following sections: information about the history of the child’s development and the state of his health (a conversation with parents about the history of the child’s development can take place in the form of a semi-standardized interview).
• 2. Collecting information about the characteristics of the social environment in which the child grows up, and the nature of his communication and relationships with significant others (family, group of peers in the class, etc.). To obtain this information, in addition to the above methods, it is advisable to use the DIA Parenting Style Questionnaire

E. G. Eidemiller, V. V. Justitskis, Rene Gilles’ “Two Houses” technique, tests for joint activities, drawing of a family, etc.

• 3. Study of the child’s behavioral characteristics and activities in various situations. For this survey, it is advisable to use an observational design.
• 4. Compilation of differentiated characteristics of the development of the cognitive and emotional-personal spheres of the child. The methodological means and techniques used to obtain this type of information are very diverse. Their choice depends on the specifics of the problem, the age of the child, etc. The main thing is that a set of methods must be applied that systematically determines the psychological status of the child.

General characteristics of conversations with parents during the counseling process

During the counseling process, the psychologist contacts the parents several times: during conversations to establish the history of the child’s development, when examining the child and parent for the specifics of their relationship, during a conversation based on the results of the examination, during correctional classes (parent groups, parental confidence training).

Each meeting of a psychologist with persons who have made a request has as its main goal the achievement of the deepest, most comprehensive and objective understanding of the child’s problems and his personality as a whole.

The prerequisites for a successful outcome of counseling will be the following actions of the psychologist during conversations during the first meetings:

• his ability to create a trusting, frank relationship with parents (or other persons seeking help), the ability to show empathy, to show his attitude towards parents as people sincerely interested in eliminating the child’s difficulties;
• discussion of the goals and objectives of counseling, that is, introducing the client to the situation of the upcoming consultation, orientation in the general scheme of advisory work;
• formation in the client of an attitude towards a joint and comprehensive analysis of the pupil’s problems;
• warning the client about possible difficulties, complications and obstacles in the process of searching for forms of psychological assistance, and then in the course of its implementation; removing the mindset of expecting immediate results.

A conversation conducted by a psychologist based on the results of a case study has several goals:

A detailed discussion of the general state of the child’s mental development, as well as the nature, degree and causes of the identified difficulties, conditionally variable prognosis of his further development;

• joint development of a system of specific assistance measures or a special correctional program;
• discussion of parents’ problems related to the child, their attitude towards his difficulties;
• scheduling follow-up meetings or explaining the need for consultations with specialists in other fields (if necessary).

Depending on the characteristics of a particular case, the final conversation between the consultant and the parents can be structured in different ways, but most often there are four main stages in it. In this case, it is advisable to conduct a conversation with both parents at the same time, as this helps to obtain a more objective and diverse picture of the child’s life and, in addition, allows them to feel a shared responsibility for the child’s fate.

At the beginning of the conversation (the first stage), it is necessary to encourage parents to freely and frankly discuss the child’s problems and update the issues that most concern them. It is also necessary to touch upon their ideas about the causes of the child’s difficulties and the means of resolution and help, to find out the parents’ opinion about what goals can be set for the child, what future to orient him towards. At the second stage of the conversation, the psychologist is expected to report and explain the results of the psychological examination, as well as their joint discussion. Specific data and illustrations from the examination materials, which are demonstrated by the psychologist, usually help parents form a more accurate idea of ​​the nature and extent of the child’s difficulties. It is necessary to strive to develop in parents a realistic understanding of his difficulties. After this (at the third stage), a special program of action and specific forms of implementation of the proposed recommendations are discussed. Finally, at the end of the conversation (the fourth stage), how the parents’ attitude towards the child’s problems has changed is discussed, and subsequent meetings are planned. During the conversation, it is important to show warmth, attention, and respect. The criterion for assessing the effectiveness of the conversation: whether parents can act confidently enough on the basis of the information and recommendations that they received from the consultant.

It is advisable to discuss in as much detail as possible the specific results obtained during the survey, often this makes the consultant’s conclusions more convincing; It is useful for parents to have in their hands a psychological report written in clear, understandable language, or at least to write down the conclusions and recommendations themselves from the words of the psychologist, as this will help them to further reflect on the results of the consultation, look for specific measures of help based on the recorded conclusions, check their correctness during the analysis of the child’s further development.

One of the principles of work of a developmental psychologist-consultant is the principle of defending the interests of the child. However, ideas about these interests and how to advocate for them vary significantly between counseling psychologists. These differences are reflected in the methods and subject matter of their work.

If we proceed from the established division in the practice of family counseling (and it is by far the most developed) of dividing all cases of consultation into family problems themselves and problems of parent-child relationships, then in the field of parent-child relationships there are three directions, three ways of working:

• increasing the socio-psychological competence of parents, teaching communication skills, resolving conflict situations, improving the style of parental behavior, general educational awareness, etc.;
• working with the family as a whole from the point of view of diagnosing the intra-family situation, as well as correction and therapy;
• work mainly with children.

It is clear that all three areas of work implement the principles of respecting the interests of the child. And one of the organizational principles of a psychologist’s work is the refusal to consult parents without examining the child. Thus, the procedure for counseling parent-child relationships in an age-related psychological consultation always includes a fairly detailed psychodiagnostic examination of the child, and not only his interpersonal relationships, and especially not only these relationships according to the parents. In some cases, it may be necessary to conduct a psychological examination of the parents.

Conditions for conducting psychological counseling

The study of the child’s family for psychological counseling should be carried out in stages.

The first stage is diagnostic.

Purpose: collection and analysis of information of diagnostic value.

• 1. Collection of information about the family microenvironment, the characteristics of family upbringing, the specifics of the work of the educational institution with the family, the organization of interaction between parents and specialists of the educational institution.
• 2. Drawing up a map of monographic characteristics of the family: type and composition of the family, age of parents and other family members, occupation

• (field of professional activity, level of qualifications). Family financial security.
• 3. Compilation of characteristics of the family’s lifestyle, its cultural potential (availability of a library, cultural leisure, attitude to art, literature, spiritual needs of family members, range of interests, hobbies).
• 4. Establishing open-closedness of the family.
• 5. Study of intrafamily relationships: the dominant style of relationships (democratic, authoritarian, mixed), family microclimate, leadership in the family, adult authority, problems in family relationships, emotional connections between family members, flexibility or rigidity of the family system, educational position, prevailing methods and forms of education, the nature of the relationship with the child, the level of pedagogical culture and self-education of parents.
• 6. Study of the relationship between parents and the educational institution: participation in the life of the educational institution, the nature of interaction with teachers.

Research methods: observation, empathic conversation, interviews, questionnaires, analysis of the products of joint activities of children and parents, method of unfinished sentences.

The second stage is communication.

Goal: establishing contact with the family, analyzing difficulties in contacts with adults.

Questionnaire to describe contact with family

List the actions that allowed you to make first contact with the family. Which of them turned out to be the most successful? What actions or words did not produce the expected effect? Why?

What expectations and concerns were associated with the first contact with the family? Were they justified?

Describe what, in your opinion, in your behavior, speech, appearance, manner of communication, predisposed the family to contact, what prevented him?

Was your communication with your family constructive and helpful to its members? For you? What exactly?

What actions do you think will promote further contact with the family?

The third stage is informational.

Goal: mastering the technology of informing parents and creating methodological information materials taking into account the individual characteristics of parents.

Reminder for informing parents

1. Study in detail the information needs of parents (use the pedagogical monitoring system).

• 2. Divide the entire amount of information into meaningful blocks (for example, general information, information for groups of parents, information for individual parents). Consider ways and forms of presenting information from each block.
• 3. Provide information in a language parents can understand.
• 4. Always offer parents only reliable and accurate information.
• 5. Never present negative information about a child in public.
• 6. Remember that it is inappropriate to inform parents about conflicts within the teaching staff, about teachers’ illnesses, their personal income, and marital status.

The fourth stage is correctional.

Goal: optimization of solutions to problems of dysfunctional families, correction of family education.

Analysis of consultation by position

1. The expediency of using techniques (techniques) when counseling families.

Non-reflective listening - This is the ability to remain silent without interfering with the speech of the interlocutor.

Reflective listening techniques. Reflective listening serves as objective feedback for the speaker and a criterion for the accuracy of perception of what was heard (clarification, paraphrasing and further development of the interlocutor’s thoughts, reflection of feelings, interpretation, confrontation, generalization):

• techniques of encouragement and calming are important for creating and strengthening the consultative contact;
• The technique of asking questions is one of the most important conversation techniques. Closed questions are used to guide you through specific information. At the main points of counseling, it is advisable to use open-ended questions, since open-ended questions stimulate the motivation of the interlocutor, his involvement in the conversation, and the opportunity to answer them in more detail.

Structuring technique. Structuring counseling is a certain organization of the relationship between the consultant and the client: identifying the stages of this process and assessing their results, providing the client with information about the progress of counseling, and jointly determining what has been achieved. The ability to pause. Structuring occurs throughout the consultation.

• 2. Were special tasks, exercises, tests used during the consultation that revealed the current and potential capabilities of the participants and allowed them to understand their problems more clearly and clearly?
• 3. What did the consultant do to establish contact with the family?
• 4. At the information collection stage, did the consultant receive answers to the questions:

Why did the counselee come?

How does he see his problem?

What are its capabilities in solving the problem?

What does he want to have as a result (what does he want to achieve?)?

• 5. How was contact maintained with the family during counseling?
• 6. How did the counselor encourage the family member to tell the story further?
• 7. Determine the locus of the family member’s complaint (who (subjective locus) or what (objective locus) the client is complaining about), self-diagnosis, problem and request.
• 8. Formulate a hypothesis (hypotheses in psychological counseling are options for more constructive positions of the client in a situation, probable ways of reorienting his attitude towards problems).
• 9. Was there an analysis of specific situations from the client’s life that clearly demonstrate his relationships with people, behavior in problem situations, and the characteristics of the chosen interaction patterns?
• 10. How was the conversation completed? Summing up the conversation.

Discussion of issues related to further client relations

with a consultant or other necessary specialists.

Farewell of the counselee to the consultant.

The fifth stage is design.

Goal: developing skills in designing information and educational and correctional programs for working with parents.

A map of the project of psychological and pedagogical support for a specific family is drawn up.

The most effective ways to establish and maintain contact with a given family.

The parental position formed in this family; type of parents.

Discovered problems, vulnerabilities of the family.

Forecast for the further development of the child and family as a whole.

What are the most important areas of work of a teacher and psychologist for the timely correction of undesirable trends in the development of a child and family?

What information does the family need? What methods of providing it will be most appropriate?

Topics of consultations that will be of interest to family members.

As a result of testing the model, we determined that the factors influencing the successful adaptation of children with disabilities are: family rehabilitation; psychological and pedagogical support and consultative and diagnostic work.

Features of psychological counseling for people with disabilities are determined by various objective and subjective factors:

The heterogeneity of the group of disabled people, since it includes:

a) Disabled people whose disability is caused by cerebral palsy (CP);

b) Visually impaired (blind and visually impaired);

c) Disabled people whose disability is caused by significant hearing impairment (deaf and hard of hearing);

d) Disabled people who have become disabled as a result of various injuries that left them without an arm or leg, immobilized due to spinal injuries, etc.

Each group of disabled people has specific psychological, cognitive, emotional, volitional processes, characteristics of personal development, interpersonal relationships and communication. Thus, counseling must adopt a strictly individualized and person-centered approach. The predominance of individual psychological counseling over group counseling. Before counseling a disabled client, it is necessary to examine or become familiar with the results of psychodiagnostics and medical diagnostics available in the personal file.

Individual psychological counseling for people with disabilities should be based on knowledge of gender and age characteristics.

Individual counseling for people with disabilities structurally includes the following types of counseling:

Firstly, medical and psychological;

Secondly, psychological and pedagogical.

Thirdly, socio-psychological counseling, helping a disabled person to be included both in small groups and to be accepted into a wider social environment;

Fourthly, individual professional counseling, based on the characteristics of career guidance work carried out with people with disabilities.

Psychological counseling for people with disabilities, based on a humanistic approach, involves the following:

Subjective attitude towards the counselee;

As a subject of his own life, a disabled person has motives and incentives for the development of his unique inner world, his activity is aimed at adaptation and self-realization, he, as a rule, is able to bear responsibility for his life in conditions of limited opportunities;

A necessary condition for counseling people with disabilities is the desire to consult - to receive help in resolving issues (difficulties) caused by psychological reasons, as well as the willingness to accept responsibility for changing one’s life situation;

The limits of responsibility of disabled people vary from high activity and independence, when the client is truly the master of his own life and strives to find a way out of difficult situations, to high immaturity and dependence on others, then the main “order” for a consultation involves: “Decide for me. Tell me how it should be..." And since infantilism is a common feature of people with disabilities, during counseling it is necessary to take special actions to encourage (actualize) the counselee’s own activity and responsibility: a positive attitude, strengthening faith in his strengths and capabilities, “permission” to trial and error (he who does not live), a clear distribution of roles during the consultation between the psychologist and the client - “you are the master... and I am your assistant, only you know how to build your life...”

In individual psychological counseling of disabled people, like no other, it is necessary to use various areas of psychological-pedagogical, as well as medical-psychological and socio-psychological correction. Thus, body-oriented psychotherapy can be very effective in working with disabled people with cerebral palsy (In the practice of body-oriented psychotherapy, various methods are used. This can be massage or various types of exercises. Their peculiarity is that any of them is aimed not only at relaxation of clamps, and to a greater extent on body awareness and emotional regulation. This is what leads to healing. The fact of the need to alternate bodily and analytical work also remains undeniable. Since the bodily work done will be of a situational nature, if not accompanied by awareness and psychological changes associated with him.). (W. Reich, E. Lowen), logotherapy (In this direction, the meaning of human existence is considered and the search for this meaning is carried out. According to Frankl’s views, a person’s desire to find and realize the meaning of life is an innate motivational tendency inherent in all people, and the main driver of behavior and personality development. Frankl considered the “striving for meaning” to be the opposite of the “striving for pleasure”: “What a person requires is not a state of balance, peace, but a struggle for some goal worthy of him.”) V. Frankl (in connection with the particular severity of adolescents’ experiences their problems); music therapy and fairy tale therapy.

To prevent emotional and volitional disorders in clients with cerebral palsy, as psychoprophylaxis, you can use such correctional methods and techniques as solving psychological problems, writing fairy tales, the incident method (incident, incident, collision, usually of an unpleasant nature. This method differs from the previous one in that What its goal is to search for information for the student to make a decision and teaching him how to search for the necessary information: its collection, systematization and analysis. Instead of a detailed description of the situation, trainees receive only a brief report about an incident that occurred in an organization), psycho-gymnastics, psychotechnical exercises for training individual emotions, and much more. In psychological counseling of the hearing impaired and the deaf, psycho-drawing techniques, fairy tale therapy, elements of body-oriented therapy, psycho-gymnastics, and art therapy through visual activities are used.

While there are certain specifics in counseling people with disabilities from different subgroups, there are also common age problems that can be resolved with the help of a consultant: difficulties in friendly communication, conflicts with teachers and parents (if the latter do not take into account the emergence of a sense of adulthood, the desire for independence); development of early alcoholism, drug use, etc.

B. Bratus, who has devoted a number of studies to the problem of early alcoholism, notes that psychological counseling on these problems is of great importance, relying on the reference circle of their communication (unless, of course, the reference people do not have the bad habits in question).

To work with people with disabilities, a psychologist-consultant must have certain professionally significant qualities, including:

Particular sensitivity towards children, their hopes, fears and personal difficulties, this feature will allow us to capture the slightest manifestations of the state of the person being consulted, such as intonation, posture, facial expression, random movements indicating a loss of contact, etc.;

High level of self-control and endurance, self-control, personal organization;

The ability to feel comfortable in situations of forced waiting, extended pauses. This rhythm may seem slow, ragged, viscous, and convulsive to a healthy person. And it would be a big mistake, due to impatience or internal irritation, to take upon yourself to perform some actions and operations for the client. It is possible that consultants who are accustomed to working in a demonstrative and provocative manner, who prefer to create situations of intense emotional stress, should not agree to counsel children with physical and mental disabilities;

Tolerance for various kinds of ideas of a moral, religious, mystical order. Openness to the perception of perhaps ridiculous, “crazy”, immature judgments of their clients. Disabled people have a certain tendency towards mysticism, fantasy, and the discovery of special abilities. If a consultant has a tendency to moralize and preach, to broadcast his own models of how the world works, he should also think before engaging in this kind of work;

Willingness to expand your own knowledge through contacts with specialists in related fields (defectologists, psychiatrists, pediatricians, neurologists);

Professional ability to work in line with the humanistic paradigm. In particular, mastery of the art of listening to confession, showing empathy, reflection, acceptance.

A consulting psychologist working with people with disabilities must be competent in other areas of practical psychology: psychodiagnostics, psychodidactics, psychocorrection, psychoprophylaxis.

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.

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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Introduction

psychological pedagogical child help

Relevance of the topic. The end of the 20th and beginning of the 21st centuries were marked by extremely unfavorable trends in health. According to WHO, people with disabilities make up 10% of the world's population and 120 million of them are under 15 years of age. Currently, in developed countries, 250 out of 10,000 children have disabilities and this number is only increasing. In 1998, the number of disabled children in the Russian Federation amounted to 563.7 thousand people. This is confirmed by data from the Federal State Statistics Service of Russia. According to them, in 2005, 36837.4 thousand sick children under the age of 14 years were registered, and in 2007, 38140.5 thousand people were registered.

According to the Federal Scientific and Practical Center for ITU and Rehabilitation of the Disabled, about 250 thousand children a year need examination. As a result of the current standards (1.8-2.0 thousand surveys per year), the workload of some ITU bureaus is so great that it creates huge queues, which affects the quality of the examination. The shortcomings of the latter are evidenced by the fact that among the decisions of the bureau appealed, the number of those canceled was 18.9%.

According to the three-dimensional concept of HIA, the diagnosis of “disability” is established in the presence of social impairment and impairment of body functions due to illness and/or disability. Expert rehabilitation diagnostics are carried out on the basis of a comprehensive assessment of the child’s health, taking into account his clinical, functional, social, educational and psychological data. At the moment, there are criteria by which one can judge the presence of dysfunctions and their degree and limitations in a person’s life. One of the main factors in the study of children's disabilities is the analysis of their communicative development, play and learning activities, their intra-family relationships, since it is in the family that the foundations are laid and the child’s full-fledged personality is formed. Parents of special children are strongly encouraged to attend events to assess and preserve the reproductive health of adolescents with disabilities.

There are three main aspects in psychological assistance and rehabilitation of children and adolescents with disabilities:

1. Operational-activity - associated with the formation in young children of the skills and abilities necessary for their independent life.

2. Social - determined by the interaction of a disabled child with his immediate environment and society, and his future involvement in working life.

3. Personal - affects the internal awareness of one’s condition and position in society.

Various types of consultations, trainings, psychocorrection and psychotherapy are the main methodological techniques of psychological rehabilitation. All of them are carried out mainly in the form of a game (usually until late adolescence). Psychocorrection of emotional stress and borderline disorders in parents and the immediate environment of a disabled child is also mandatory, if it somehow influences the upbringing of a disabled child. Unfortunately, there are now a lot of disabled people who have problems receiving psychological help at home. These include pensioners with injuries, people who can only move in wheelchairs, children with paralysis and many others. Such people do not have the opportunity to receive high-quality psychological help due to their disabilities.

At the moment, social and psychological assistance to the population in full-time (present) form is provided by certain government institutions on a budgetary basis, some private commercial organizations and individuals on a paid basis.

In most cases, all psychological services are provided in person, by appointment only.

Psychological assistance is provided by such government institutions as diagnostic and counseling centers, departments of guardianship and trusteeship of minors, social service centers for elderly and disabled citizens, centers for social adaptation of military personnel, citizens discharged from military service and members of their families, psychological counseling services that provide consultations on a budgetary basis, but exclusively in person (with the obligatory presence of the person being consulted). Commercial organizations and individuals also provide psychological services, but on a commercial (contractual) basis (also on a face-to-face basis).

Purpose of the study: study and analyze the features of the activities of centers providing psychological and pedagogical assistance to persons with disabilities.

Research hypothesis: It is assumed that only with the high-quality organization of institutions providing psychological and pedagogical assistance to persons with disabilities, the comprehensive development of the individual, his rehabilitation and socialization is possible.

Research objectives:

1. Conduct a theoretical analysis of psychological literature on the problem of providing psychological assistance to the population;

2. To study the features and needs of providing psychological assistance to persons with disabilities;

3. Identify the conditions for providing psychological assistance to the population ;

4. Describe the centers that provide psychological and pedagogical assistance to persons with disabilities;

Object of study: Features of psychological and pedagogical assistance to persons with disabilities.

Subject of study: organization and maintenance of psychological and pedagogical assistance to persons with disabilities in the city of Moscow.

Theoretical and methodological basis of the study: theory of personality development in specific cultural and historical conditions (S.I. Gessen), concept of personality socialization (I.A. Korobeinikov, B.D. Parygin).

The study of this issue - the activities of centers for socio-psychological assistance to the population - was carried out by such domestic scientists and practitioners of psychosocial assistance as Petrushin S.V., Leontyev A.N., Abramova G.S. and many others. They defined the information space and formed a number of scientifically based approaches to studying the effectiveness of social and psychological services.

Conceptual approaches to diagnosis and correctional work with children with developmental disabilities are theoretical sources of research. They can be seen in the studies of leading domestic defectologists: T.A. Vlasova, V.V. Voronkova, L.S. Vygotsky, S.D. Zabramnoy, L.V. Zankova, B.D. Korsunskaya, M.I. Kuzmitskaya, K.S. Lebedinskaya, I.Yu. Levchenko, V.I. Lubovsky, M.S. Pevzner, V.G. Petrova, L.I. Solntseva, I.M. Solovyova, E.A. Strebeleva, G.Ya. Troshina, U.V. Ulyenkova and others.

It is impossible not to note the works of N.N. Malofeev, the author of the periodization of the evolution of the attitude of society and the state towards persons with developmental disabilities and the periodization of the development of national systems of special education, I.A. Korobeinikov and L.I. Plaksina, whose work laid the foundations for the methodological and methodological aspects of clinical and psychological diagnosis of developmental disorders in childhood, the study of their genesis from the standpoint of an interdisciplinary approach, as well as the problems of socialization and social adaptation of children and adolescents with mild forms of mental underdevelopment, and the organization of correctional - development environment in educational institutions for children with developmental disabilities.

Practical significance of the study: Analysis of the activities and areas of work of organizations capable of providing psychological and pedagogical assistance for persons with disabilities can help to draw up recommendations for improving the quality of assistance provided and educational work among the population.

The results of the study may be useful in practice for special psychologists, defectologists, educational psychologists and governing bodies of the Department of Education, Department of Labor and Social Protection of the Moscow City Population.

Work structure: final qualifying work consists of an introduction, two chapters, a conclusion, and a list of references.

In the first chapter of the final qualifying work “Study of the content and areas of activity of centers providing psychological and pedagogical assistance to persons with disabilities,” the concept of psychological and pedagogical assistance is defined and the need for psychological and pedagogical assistance to persons with disabilities is substantiated.

The second chapter, “Empirical study of the activities of organizations providing psychological and pedagogical assistance to persons with disabilities,” is devoted to the analysis and selection of criteria for studying the number of centers, directions and contents of their work and writing a conclusion based on the data obtained.

When performing the final qualifying work, educational and educational literature, articles from scientific and practical publications, as well as Internet resources were used.

1. Theoretical provisions on psychological and pedagogical assistance for the category of persons with disabilities

1.1 Definition of the concept of “psychological and pedagogical assistance”

Psychological assistance is a capacious concept. Its content includes a huge number of theories and practices, ranging from the use of in-depth interviews, to a variety of techniques of socio-psychological training, concepts and methods of medical psychotherapy, without which the relationship between a psychologist-consultant and a client can easily collapse, and psychological assistance itself will then turn into a simple expression of sympathy or moral teaching. The concept of “psychological assistance” reflects such a psychosocial practice, the scope of which is a set of issues, difficulties and problems related to a person’s mental life. The corresponding specialist deals with a range of problems that reflect both the characteristics of the mental life of a particular person and the characteristics of an entire community, reflecting the psychological specifics of its functioning. Also, psychological assistance is a sphere and method of activity that provides assistance to a person and the community in solving a wide range of problems that arise during a person’s life in society and his relationships with him. Understanding the problem of psychological assistance is closely related to the understanding of the human psyche as such a space of human existence, the versatility of which determines the totality of problems in the activities of the corresponding specialist, namely: interpersonal relationships, emotional intrapersonal (deep and situational) conflicts and experiences, socialization problems (such as career guidance or creating a family), problems of personalization (age-related and existential), that is, the entire spectrum of the emotional and semantic life of a person as part of a society endowed with a psyche. M.K. Tutushkina says that psychological help includes psychodiagnostics, developmental diagnostics, developmental correction, psychotherapy, various trainings, prevention of deviant behavior, career guidance, etc.

The essence of psychological assistance is to provide emotional, semantic and existential support to a person or an entire community in situations of difficulty that arise in the course of personal and social life. Psychological assistance usually consists of psychodiagnostics (objective informing the client), psychological correction (influencing the client in order to change the indicators of his activity in accordance with the age norm of mental development), psychological counseling (helping mentally healthy people achieve personal development) and psychotherapy (active influence on the client’s personality in order to restore or reconstruct the mental reality of the individual).

Psychological assistance must be adequately structured. As a social institution, psychological assistance arose and was fully formed only by the middle of the 20th century, which caused the emergence of a number of new specialists, namely a social worker, a consulting psychologist and a psychotherapist. This is in addition to the historically built priest, pastor, psychiatrist and psychoanalyst.

Psychological assistance can be classified according to different indicators:

1) by time of action: emergency - such assistance is necessary for complex mental conditions, the possibility of suicide, cases of violence, etc. Most often this is the responsibility of the trust service; long-term - used when difficult life situations, psychological crises, conflicts arise (usually as psychological consultations);

2) by focus: direct - assistance aimed directly at the client; responsive - a response to the current situation and requests from people around the client; proactive - a response to a predicted unfavorable situation for a person. Often found in family services.

3) according to spatial organization: contact - personal conversation between the psychologist and the client; distant - divided into telephone and written;

4) on the performance of functions by a psychologist: diagnostic - drawing up a psychological portrait of an individual and making a psychological diagnosis; control room - referral to the necessary specialist: psychotherapist, psychiatrist and others, information room - collection of information about the client, his family, environment, social conditions; as well as correctional, advisory and therapeutic;

5) by the number of participants: individual and group;

6) according to the degree of intervention of the psychologist: directive - pointing, giving advice, non-directive - accompanying the client.

So, psychological help is professional support and assistance provided to a person, family or social group in solving their psychological problems, their social adaptation, self-realization, overcoming a difficult psychological situation and rehabilitation, which have their own specific characteristics.

1.2 Components of the process, main tasks, forms and models of psychological and pedagogical assistance

A conversation between a consulting psychologist and a client considers:

1. The client’s personality and his experiences;

2. The personality of a consultant psychologist in the unity of his independent and functional formations;

3. Interaction between client and psychologist.

The relationships themselves are built due to the influence of external circumstances, which are the reason for the client seeking psychological help. If we compare the situations of a person turning to a specialist of another profession in the “person-to-person” system, for example, a doctor, boss, teacher or salesperson, etc., and the situation of asking for psychological help, one cannot help but notice the differences in their relationships. When addressing representatives of other communication professions, the client:

· Knows what he wants;

· Is aware of the norms of relationships with a representative of this profession and often already has experience communicating with a specialist in this field;

· Represents the level of responsibility and limitations, both his own and the specialist’s (the client understands in advance that the result of treatment does not depend solely on the doctor’s qualifications, even when using the best medications).

There are certain difficulties in working in the field of psychological assistance. They are mainly related to the specifics of the profession and the uncertainty of the status and prerogatives of the psychologist. One of these difficulties is that the psychologist does not work with the situation, but with the whole system of values, relationships and experiences of a person that have developed throughout his life. Clarifying life meanings can complicate the client’s life situation itself. In all professions, interpersonal relationships play a specific role, however, in a consultative situation, it is the character and personal qualities of the psychologist that influence the dynamics of the process of the effectiveness of psychological assistance and further relationships with the client.

A.A. Bodalev, identifies several models of psychological assistance, in accordance with its direction and nature: pedagogical, diagnostic, social and medical. The psychological model, also called psychotherapeutic, considers disharmonies in relationships with oneself and with society, and uses not abstract knowledge of science, but the laws of human existence. This model is primarily used by psychologists, psychiatrists and psychotherapists in their work. In Russia, the psychological model was initially developed by psychiatrists and psychotherapists. As in medical treatment, in psychological assistance at the first stage the symptom of suffering is known, understood individually, and psychological assistance in its understanding is based on the general patterns of communication and the structure of the psyche. The goal of both works is to get rid of this suffering. The difference between psychological and medical treatment lies in the nature of suffering - dissatisfaction, the sphere of communication, personality characteristics (in the perception of oneself, the situation, others); in the nature of the impact - in communication, the characteristics of interaction and the personal attitudes of those communicating. Psychological assistance is provided by specialists if the client is a healthy person who is capable of taking responsibility for himself and his actions.

The psychologist sets himself the challenge of experiences as his main task. These experiences should be based on the client’s non-evaluative attitude towards psychological information. In this regard, G.S.

Abramova identifies four types of tasks in interaction between a client and a psychologist:

1) Social tasks - a person evaluates his experiences and psychological information about other people, focusing on social criteria and norms (“right - wrong”). At this stage, a change in the client’s assessment system is required; this will allow him to see the goal from a different perspective, to move away from patterned behavior and experiences.

2) Ethical tasks - the client formulates his attitude towards the goal of interaction, clearly sets out in advance the choice of his attitude (“good - bad”). The psychologist must show the limitations of the rating scale, which does not allow the client to analyze the dynamism of psychological information.

3) Moral tasks - they are associated with the focus of experiences on the criteria of good and evil, requiring a specific choice. The psychologist must show the client the conventions of these criteria and their non-identity for different people.

4) Psychological tasks - characterized by the formation and establishment by the client of a question about the meaning of this or that information, his readiness to master other forms of behavior. Most clients are people focused on social and ethical tasks of interaction with a psychologist. The work of a psychologist-consultant is to jointly transfer the problem with the client into a psychological task, which makes it possible to provide real psychological assistance.

The process of providing psychological assistance is varied and, first of all, its nature depends on the problem being solved by the specialist. It is important to note the number of tasks and conditions with which the educational psychologist works.

1.3 The main problems and features of the development of psychological and pedagogical assistance in the modern world

Having analyzed the literature related to the issue of “counseling”, we can come to the conclusion that there is not a single area of ​​human life in which a person does not need the help of other people. General content analysis allows us to identify the most popular areas of application of psychological assistance:

1) Mental (and spiritual) development of the child

2) Age and personality problems of a teenager

3) Marriage and family

4) Mental and personal health problems

5) Psychological assistance to the dying and psychotherapy of grief

6) Problems of old age

7) Psychological assistance to prisoners and military personnel

8) Psychological assistance and support in crisis situations

9) School counseling

10) Professional counseling

11) Psychological assistance related to adaptation problems, overcoming ethnic prejudices and stereotypes among emigrants, support for consultants in working with ethnic minorities

12) Management consulting.

As we see, specialists providing psychological assistance can solve many problems, such as personal crises and psychological trauma, and the organization of work is directly related to the nature of the provision of this assistance.

1.4 Theoretical justification for the need to receive psychological and pedagogical assistance for persons with disabilities

The full development of a child requires the greatest efficiency and harmony. In our time, one of the most important areas of activity is the protection of human rights to protect and promote health, to free development in accordance with individual capabilities and abilities.

The relevance of the topic we have touched on is only increasing due to the fact that health is the priority value of every person, ensuring his activity in all types of activities and the realization of his life meanings. The concept of “health” can be characterized as heterogeneous and syncretic. Thanks to this, issues related to the development of a healthy person and the formation of a healthy personality are the most significant. The problem itself has grown from a medical one to a national one. This allows us to talk not only about individual health improvement technologies, but also about a unified “health policy”, which contains the prevention of health risk factors, early identification of children with health limitations, the formation of a healthy lifestyle of the population, training of specialists in the field of education and training children with disabilities.

It is children with disabilities in this context that attract the attention of most researchers.

In modern literature there is no single term to designate children with developmental disabilities. Until the mid-twentieth century, the following concepts were used: “children with special problems”, “children with developmental disabilities”, “abnormal children”, “disabled children”. The latter is the most widespread, since almost all people with any health problems have a disability group. But the term “children with disabilities (CHD)” has become the most popular in international practice.

The need to work with children with disabilities and create the concept of early identification of such children is determined by the following factors:

· specifics of the demographic situation (declining birth rate, decreasing proportion of births of healthy children, increasing rates of developmental disorders, increasing congenital and hereditary pathologies);

· features of the socio-economic development of society (deterioration of living conditions, deterioration of women's working conditions, inaccessibility of healthcare, education, culture, consumer services, etc.);

· socio-psychological features of social development (human existential problems, information overload, loneliness, stress, social infantilism, etc.);

· deterioration of the ecological situation (the appearance of various diseases caused by the state of the natural environment) and so on.

Also added to all this is the increase in child injuries, the number of cases of child alcoholism, drug addiction, substance abuse and child neglect. This trend allows us to predict the emergence of even more children with various health disorders, both physical and mental.

Strengthening the health of the population largely depends on adequate government policy aimed at ensuring safe living conditions and comprehensive care for the health of the younger generation. In this regard, today it is necessary to focus on the social order of the state related to the need for early identification and preparation of children for life in rapidly changing conditions through the creation of a system of social, psychological, pedagogical and methodological services and the improvement of their organizational, managerial and scientific and methodological activities. This means that it is necessary to provide all citizens with equal opportunities for social adaptation, development and the fullest realization of their individuality.

However, responsibility cannot be removed from every member of society, from parents for the fate of their children, from specialized medical, psychological, pedagogical services and social institutions created for the training and education of children with disabilities and, therefore, special needs. Based on this relevance, issues such as changing the attitude of each person to their own health, the attitude of public institutions, members of society towards persons with disabilities and their civil rights are acquired.

This problem is at the intersection of several areas of scientific knowledge, but the main role in the development of the theory and practice of organizing a system for early detection, assistance and support for the free and correct development of a special child with the help of social institutions belongs to special (correctional) pedagogy.

One of the first tasks of special pedagogy is to study innovative areas for creating optimal conditions for the prevention, early diagnosis and correction of disorders in child development, social adaptation and integration into society of people with disabilities and later into society.

The significance of the problem increases due to constantly emerging contradictions between:

· the need for the earliest possible identification of such categories of children and the lack of modern child rehabilitation services in healthcare;

· the legally declared rights of citizens to the full realization of their individuality and the actual state in various spheres of life (education, work);

· declarative statements about the need to solve the problem of disruption of communication of such children with the outside world (limited mobility, poor contacts with peers and adults, etc.) and the real result of social policy, public consciousness;

· understanding the need to minimize the degree of discrimination and alienation of children with disabilities from educational institutions;

· the task set by the state related to the creation of conditions that ensure the success of the upbringing and education of children with disabilities and adequate diagnosis of the capabilities of this category of children;

· between the provisions and laws on inclusive education being developed and already being implemented and insufficient work towards the creation of special (correctional) classes in secondary schools;

· existing positive practical experience, not yet global in nature, with children with disabilities and the lack of effective staffing of the system (lack of teachers - speech therapists, speech pathologists, insufficient number of educational psychologists, and their insufficient professional training);

· the need to improve the professional competence of specialists to work with such categories of children and the lack of a system for improving the qualifications of teachers in matters of correctional pedagogy and special psychology.

The main contradiction is that specialists from services and organizations working with children with disabilities cannot fully assess the needs of parents to inform them about the peculiarities of raising and educating such children, and the willingness of parents to take part in rehabilitation processes. Parents of children with disabilities experience a lack of information about the possibilities of obtaining correctional and rehabilitation services and the level of complexity of access to it and do not sufficiently understand the weak connection between a family with a special child and specialists called upon to provide psychological and medical assistance to children with disabilities. This is partly due to the position of the specialists themselves, who are called upon to inform parents, but do not have this information, and are not focused on finding the information they lack in their work in other similar organizations and institutions and from colleagues. This is also due to a lack of information.

Solving the problems of timely detection of developmental disorders in children is necessary, as is their rehabilitation in the form of a unified system. It assumes:

· the earliest possible detection and diagnosis of the specifics of developmental disorders and the need for special education;

· eliminating the gap between the identification of a primary deviation in the child’s development and the beginning of correction, rehabilitation and education;

· expansion of the time boundaries of special education and rehabilitation (from the moment of birth and throughout life);

· continuity of the process of diagnosis, training and rehabilitation and their extension beyond school age;

· identification of a complex of special diagnostic, correctional and developmental tasks;

· inclusion of parents of special children in the process of identification, correction and rehabilitation of children, as well as the organization of their training by special specialists;

· training of specialists to work with children with disabilities and their parents.

In the presence of these contradictions, there is an urgent need to develop a concept for the early identification of children with disabilities in order to provide them with psychological and pedagogical assistance, based on the following provisions:

1) every child with disabilities is an equal member of society. He has the same needs, desires and interests related to self-actualization and the realization of existing potential in the process of socialization as other people;

2) a child with disabilities is as capable and talented as his peers, but he needs help and a safe environment that gives him the opportunity for knowledge, communication, activity, creativity and comprehensive development;

3) a child with disabilities is not a passive object of social assistance and support. He is an equal subject of various systems of relations;

4) the state is called upon to create conditions that ensure that a child with disabilities meets his vital and socially significant needs through the creation of social services that make it possible to relieve him as much as possible from restrictions that impede the processes of his socialization and individual development;

5) a child with disabilities has the right to an independent life, self-determination, freedom of choice and to build a successful individual life strategy (with real targeted assistance in realizing these rights from innovative social services and special specialists);

6) a family with a child with disabilities has the right to be fully informed about the real state of affairs at the first stages of contacting the relevant centers and services, as well as to receive specialized assistance and support in matters of raising, training and rehabilitation of the child, etc.

So, the modernization projects of the Institute of Psychological and Pedagogical Assistance are aimed at identifying and diagnosing the specifics of developmental disorders and special educational needs as early as possible. Eliminating the gap between the identification of a primary deviation in the child’s development and the beginning of correction, training and rehabilitation and the continuity of the process of diagnosis, training and rehabilitation.

Persons with disabilities are people with disabilities in physical and / or mental development, these are deaf or hard of hearing, blind or visually impaired, with severe speech impairments, musculoskeletal disorders and others, as well as disabled children.

A disabled person is a person who has a health impairment with a persistent disorder of body functions, caused by diseases, consequences of injuries or defects, leading to limitation of life activity and necessitating the need for his social protection. Persons under the age of 18 are classified as “disabled children”. A person is recognized as disabled by the federal institution of medical and social examination.

There are different classifications depending on different professional approaches and the basis for taxonomy. The most popular reasons:

· reasons for violations;

· types of violations with subsequent specification of their nature;

· consequences of violations that affect future life activities.

A.R. Maller presents us with a classification based on the nature of the violation itself. Among the categories of persons with disabilities there are:

· deaf;

· hard of hearing;

· late-deafened;

· blind people;

· visually impaired;

· persons with impaired musculoskeletal system functions;

· persons with disorders of the emotional-volitional sphere;

· persons with intellectual disabilities;

· children with mental retardation (MDD);

· persons with severe speech impairments;

· persons with complex developmental disabilities.

T.V. Egorova proposed a more generalized classification. It is based on the grouping of the above categories of disorders in accordance with the localization of the disorder in the body system:

· physical (somatic) disorders;

· sensory disturbances;

· disorders of brain activity.

Researcher M. Warnock compiled a classification in which he indicated not only the disturbed areas of the human body and functions, but also the degree of their damage. This classification allows not only to more accurately identify different categories of persons with disabilities, but also to more accurately determine the nature and scope of the special educational and social needs of each individual person.

Thanks to this classification, it is possible to much better determine the socially significant needs of a person with disabilities and the directions of his rehabilitation, for example, orientation in the surrounding physical and social environment, physical independence, mobility and activity, the possibility of various types of activities, the possibility of employment, social integration and social economic independence.

· children with mental retardation;

· children with endogenous mental illnesses;

· children with reactive states, conflict experiences and asthenia;

· children with signs of mental retardation;

· children with signs of psychopathy.

The mental pathologies listed above in children and adolescents with disabilities, depending on the causes and severity of the defect, are reflected in various ways on the formation of social relationships, cognitive abilities, work activity and have different effects on personality development.

Researchers T.A. Vlasov and M.S. Pevzner offer the following classification:

1) children with developmental disorders caused by organic disorders of the central nervous system;

2) children with developmental disorders associated with functional immaturity of the central nervous system;

3) children with disabilities associated with deprivation situations.

Classification proposed by V.A. Lapshin and B.P. Puzanov:

1) children with sensory impairments (visual and hearing defects);

2) children with intellectual disabilities (mental retardation and mental retardation);

3) children with speech impairments;

4) children with musculoskeletal disorders;

5) children with complex, combined disorders;

6) children with distorted (disharmonious) development.

Also scientists G.N. Kobernik and V.N. Sinev offer a similar classification, and highlight in it the following criteria:

1) children with persistent hearing impairment (deaf, hard of hearing, late deaf);

2) children with visual impairments (blind, visually impaired);

3) children with persistent intellectual development disorders based on organic damage to the central nervous system;

4) children with severe speech disorders;

5) children with complex disorders;

6) children with musculoskeletal disorders;

7) children with mental retardation;

8) children with psychopathic forms of behavior.

In the examples above, we can see that some subgroups are identified in several classifications by different researchers, others are identified only in one or combined into a common group. Nowadays the most popular classification of developmental disorders is proposed by V.V. Lebedinsky. He identified six types of dysontogenesis:

1. Mental underdevelopment (usually mental retardation);

2. Delayed development (multiform group: infantilism, impaired school skills, insufficiency of higher cortical functions, etc.);

3. Damaged mental development (the child has a fairly long period of normal development, disturbed by diseases of the central nervous system or injuries);

4. Deficient development (variants of psychophysical development with impaired vision, hearing and musculoskeletal system);

5. Distorted development (a combination of underdevelopment, delayed and damaged development);

6. Disharmonious development (disorders in personality formation, for example, various forms of psychopathy).

As we see, there are many differences in the development of children with disabilities: from almost normally developing, but experiencing temporary and completely removable difficulties, to children and adolescents with acute damage to the central nervous system. The range ranges from children who are able to learn with typically developing peers (with specialist support) to children who require an individualized learning program tailored to their abilities. Such a striking range of differences can be observed in each category of children included in the HIA group.

1.6 Structure of psychological and pedagogical assistance to children with developmental problems

The very difficulty of psychological assistance and rehabilitation of children with mental development disorders mainly depends on the structure and severity of their defect. This is manifested in the peculiar features of their mental and emotional-volitional development. Therefore, timely psychological and pedagogical assistance to such children is one of the most important parts of organizing their rehabilitation.

Nowadays, the problem of psychological assistance to children and adolescents with developmental disabilities is not widespread enough. Psychologists and teachers often use a variety of psychotechnical techniques without taking into account the form of the disease, the level of development of intellectual processes and the characteristics of the emotional-volitional sphere of the child.

Also, the mental development of a child is negatively affected by the lack of clearly developed and structured differentiated methods of psychocorrection and the incorrect selection of psychotechnical techniques. In addition, this creates enormous difficulties in the joint work of teachers and parents.

Psychological assistance to children and adolescents with developmental disabilities is primarily considered as a complex system of psychological and rehabilitation influences aimed at increasing social activity, developing independence, strengthening the social position of the child with developmental disabilities, forming a system of value systems and orientations, and also on the development of intellectual processes corresponding to the mental and physical capabilities of the child.

A huge role is played by solving particular problems, such as eliminating secondary personal reactions to an existing mental or physical defect, inadequate style of family education, hospitalism, etc.

Nowadays, there are a huge number of different types of psychological assistance for children and adolescents with developmental problems. They are distinguished by the nature of the tasks that are solved by the specialist working with the child: teacher, defectologist, social worker, doctor, etc. These differences constitute a certain model of psychological assistance. Each model has its own theoretical basis and involves certain methods used in the work.

By nature, psychological assistance may consist of:

1) recommendations related to the further education and upbringing of the child (referral to special or auxiliary schools/kindergartens or referral to additional consultations with a neuropsychiatrist, speech therapist, or other consultant psychologist);

4) determining the child’s readiness for normal schooling and identifying the causes of learning difficulties;

5) implementation of psychotherapeutic and psychocorrective influences.

All of the above types of assistance are psychological, as they are aimed at solving problems caused by psychological reasons and based on psychological influence. For example, there may be an opinion that helping to place a mentally retarded child in a auxiliary school does not contain anything psychological and belongs to the field of medicine and special pedagogy. However, it is not. The object of assistance is primarily a parent who is acutely aware of their child’s mental retardation or does not notice it and resists transferring the child to a auxiliary school. Also, to determine the degree and causes of mental retardation, psychological methods for diagnosing developmental anomalies are required.

Psychological assistance is not always provided by psychologists. They can also be psychiatrists, psychotherapists, psychoneurologists, teachers and social workers.

The following models of psychological assistance to children and adolescents with developmental disorders are distinguished:

Pedagogical model - is expressed in assisting parents in raising children with developmental disorders. The teacher-consultant, together with the child’s family, analyzes the current situation and develops a program aimed at changing this situation.

· Diagnostic model - the objects of diagnosis are often children and adolescents themselves with developmental delays, learning difficulties and behavioral deviations. The diagnostic process involves the participation of a whole group of specialists to carry out a complete medical, pedagogical or psychological diagnosis. This model is widely used in medical, psychological and pedagogical commissions, during which the issue of further education of the child is decided.

· Social model - often practiced in family counseling. This could be introducing parents of children with developmental problems to each other for the purpose of communication and mutual support, or introducing parents to the social services available in the city, such as parent associations, family clubs, etc.

· Medical model - involves the assistance of specialists aimed at the treatment and rehabilitation of children with developmental problems. It can also be used in case of necessary psychological adaptation of healthy family members to the characteristics of a sick child.

· Psychological model - involves an analysis of the characteristics of the development of cognitive processes and the formation of the personality of a child or adolescent with developmental problems, as well as the development of correct methods of psychological influence, based on the patterns of his mental development (comprehensive psychological assistance).

Psychological assistance to children and adolescents with developmental problems differs markedly from the assistance provided to healthy children. The difference lies in the target orientation, and in the organization and dynamics of the assistance itself.

In the process of providing psychological and pedagogical assistance to children and adolescents with developmental problems, it is necessary to take into account the complex structure and specificity of this development, the combination of biological and social development factors in their condition, the nature and characteristics of the social situation of development, the presence and severity of personality changes in connection with the disease, features of relationships in the family and in society.

Psychological assistance can be considered both in the broad and narrow sense of this concept.

In a broad sense, psychological assistance is a system of psychological influences aimed at correcting deficiencies and deviations in the development of mental functions and personal properties in children.

In the narrow sense of the concept, psychological assistance is one of the few methods of psychological influence aimed at creating conditions under which the harmonious development of the child’s personality, his social activity, adaptation, and the formation of adequate interpersonal relationships occur.

The uniqueness and structure of the psyche of a child with developmental problems requires an adequate methodological approach to the process of psychological assistance.

In the theory and practice of psychological assistance, it is necessary to develop principles. They are fundamental factors.

For a child with developmental problems, the principle of a personal approach is very important. In the process of psychological assistance, it is not any functions or isolated individual mental phenomena (for example, low level of intelligence, etc.) that are taken into account, but the personality itself with all its individual characteristics. American psychotherapist Rogers is the founder of client-centered therapy. He outlined three main factors of this principle:

1) every person is valuable and deserves respect;

2) each person is able to bear responsibility for himself;

3) each individual has the right to choose values ​​and goals and make independent decisions.

The psychologist accepts each child and his parents as unique, autonomous individuals; he recognizes and respects their right to free choice, self-determination, and the right to live their own lives.

The second principle is causal. Psychological assistance to children with developmental disorders should be aimed not at the external manifestations of deviations, but at the reasons causing these deviations. The implementation of this principle helps to eliminate the sources of deviations in the mental development of the child. The connection between symptoms and the causes of their occurrence, the structure of the defect determine the tasks and goals of psychological assistance.

The third principle is the principle of complexity. Psychological assistance should be considered only in a complex of clinical, psychological and pedagogical influences. The effectiveness of psychological assistance mainly depends on taking into account clinical and pedagogical factors in the development of the child. A psychologist is required to have complete information about the causes and specifics of the child’s illness, upcoming treatment, length of hospitalization and prospects for medical rehabilitation. Also, the psychologist must contact the medical and pedagogical staff of the center and use pedagogical characteristics.

The fourth principle is the principle of the activity approach. Psychological assistance should be carried out taking into account the leading type of activity of the child. If this is a preschooler, then in the context of play activities, if a schoolchild, then in educational activities. Also, the psychologist should focus on the type of activity that is personally significant for the child or adolescent himself. Especially when working with children and adolescents with severe emotional disturbances. The effectiveness of psychological assistance depends on the use of productive activities of the child, such as drawing, modeling, embroidery or others.

So, psychological and pedagogical assistance can be called a type of psychological influence aimed at harmonizing the development of a person’s personality, his social activity, adaptation, and the formation of adequate interpersonal relationships.

2. Empirical study of the activities of organizations providing psychological and pedagogical assistance to persons with disabilities

2.1 Organization of activities of centers providing psychological - nedagogical assistance

In accordance with Part 1, Clause 12, Article 8 of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law on Education), the powers of state authorities of the constituent entities of the Russian Federation in the field of education include organizing the provision of psychological, pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general education programs, their development and social adaptation. Based on this, an urgent task for state authorities of the constituent entities of the Russian Federation in the field of education is the task of most effectively implementing their powers to “organize the provision of psychological, pedagogical, medical and social assistance to students who experience difficulties in mastering general education programs, their development and social adaptation "

In accordance with Article 42 of the Federal Law on Education, psychological, pedagogical, medical and social assistance is provided to children experiencing difficulties in learning, development and social adaptation, as well as to minor students recognized as suspects, accused or defendants in a criminal case, or who are victims or witnesses of a crime, in centers of psychological, pedagogical, medical and social assistance created by government bodies of the constituent entities of the Russian Federation, as well as psychologists, educational psychologists of organizations carrying out educational activities. Local governments have the right to create centers for psychological, pedagogical, medical and social assistance (hereinafter referred to as the Centers).

Centers are opened at the rate of one institution per 5 thousand children living in the city (district). In some cases, an institution can be created for a smaller number of children.

There are special standards for financing the activities of the Centers. They are developed and approved by state authorities of the constituent entities of the Russian Federation, and are formalized in the form of a state (municipal) assignment. At the same time, a unified organizational, scientific, methodological, information and analytical support for the provision of psychological, pedagogical, medical and social assistance is being formed.

The activities of the centers take place at three levels: regional, municipal and educational (educational activities). Interaction between parts of the system for providing psychological, pedagogical, medical and social assistance (in several centers) is regulated by a regulatory act of a constituent entity of the Russian Federation on the organization of providing assistance to children experiencing difficulties in creating basic general education programs, development and social adaptation in the education system of a constituent entity of the Russian Federation.

The main goals for improving the activities of the Centers are now:

· expansion of the content of activities;

· increasing coverage of various categories of children;

· development and implementation of innovative approaches and technologies for psychological and pedagogical support for children;

· providing support conditions in accordance with the requirements of supervisory authorities;

· psychologization of the educational environment.

Today in Russia there are two main models for providing psychological, pedagogical, medical and social assistance to children who experience difficulties in mastering general education programs, in development and social adaptation (at the moment such assistance is provided by educational institutions):

1. Model - decentralized

This model implies the presence in a given region of several Centers that have the status of a legal entity and include a number of structural divisions that are not independent legal entities. Structural units can perform similar functions, or can be specialized to perform a certain type of task (for example, diagnostics, counseling, prevention, etc.). Also, some departments may perform similar functions, while others may perform specialized functions. A structural unit of one of the Centers can perform the functions of methodological support for the psychological service of educational organizations in the region. One of the structural divisions of a particular Center may be entrusted with the function of a psychological, medical and pedagogical commission. In educational organizations, psychological and pedagogical support for the implementation of basic general education programs can be provided by specialists from the same organization.

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