Counseling for people with disabilities. Advisory assistance of a speech therapist teacher to parents with children with disabilities consultation
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1 3. Discipline Psychological diagnostics and counseling of persons with disabilities 4. Type of tasks Tests, abstracts 5. Number of stages in the formation of competencies (MU, sections, topics, etc.) 15 List of competencies PC 5 ability to organize and carry out psychological and pedagogical examination of persons with disabilities in order to clarify the structure of the disorder for choosing an individual educational trajectory PC 6 the ability to analyze the results of a medical, psychological and pedagogical examination of persons with disabilities based on the use of various (clinical, psychological and pedagogical) classifications of developmental disorders, including for the implementation of differential diagnosis PC 8 readiness to provide advice to persons with disabilities, their relatives and teachers on the problems of education, development, family education, life and professional self-determination Criteria and indicators for assessing competencies Knowledge: scientific foundations psychodiagnostics and counseling for persons with disabilities, the principles of constructing diagnostic methods for persons with disabilities, the patterns of the process of psychodiagnostics and counseling for persons with disabilities, areas of use and application of psychodiagnostic methods for persons with disabilities Skills: organize the process of psychological testing and counseling of persons with disabilities, choose methods and technologies of counseling in accordance with the individual and age characteristics of persons with disabilities, work with computerized psychodiagnostic methods, predict changes and dynamics in the level of development and functioning of the psyche of persons with disabilities, professionally influence the level of development and characteristics of the cognitive and personal sphere of persons with disabilities in order to harmonize the mental functioning, compose psychological characteristics persons with disabilities Skills: use the methods of psychological examination of persons with disabilities based on the principle ontogenetic development, criteria for choosing psychodiagnostic methods, conducting qualified psychological counseling for persons with disabilities, analyzing their activities as professional psychologist for the purpose of optimizing one's own activities Operational experience: adequate use of psychological techniques when diagnosing persons with disabilities, methods of counseling persons with disabilities within the framework of educational and research practice Stages of competence formation
2 4.Diagnosis intellectual development persons with disabilities 5.Diagnostics of the personality of persons with disabilities 6.Diagnostics of interpersonal relations of persons with disabilities 7.Diagnosis of the dynamic aspects of the behavior and activities of persons with disabilities 8.Correctional possibilities of psychodiagnostics 9.Introduction to psychological counseling 10.Theoretical foundations of psychological counseling of persons with disabilities 11 .The structure of psychological counseling 12.Techniques of psychological counseling 13.Psychological counseling of parents of children before school age with disabilities 14.Psychological counseling for younger students and their parents 15.Psychological counseling for parents of adolescents with disabilities, boys and girls with disabilities Grading scale (1 point is given for the correct answer) "2" 60% or less "3" 61-80% " 4 "81-90%" 5 "% Typical control task Option 1 1. The source of psychodiagnostics is a) experimental psychology b) general psychology c) philosophy d) dianetics 2. A natural experiment was introduced into psychology by a) G.I. Rossolimo b) p.p.blonsky c) a.f. their results in relation to the action of various extraneous factors a) standardization b) reliability c) validity d) objectivization intelligence tests
3 6. The ethical norm of a psychodiagnostic, the obligation of non-disclosure of information received from the subject, or limiting its dissemination to a circle of persons about whom the subject is aware in advance a) ethics b) humanity c) confidentiality d) empathy 7. The average range of values on the scale of the measured property a ) percentile b) mode c) statistical norm d) median 9. Method for studying the subjective picture life path and psychological time of a person a) semantic differential b) scaling c) causometry d) modeling mental activity b) gradualness c) representativeness d) individualization ) a psychiatrist 13. The main task of a consultant is a) elimination of a psychological problem b) resolution of a psychological problem c) reduction of the intensity of emotions in a psychological problem d) change of attitude towards a psychological problem 14. A psychological problem is a) a phenomenon of subjective worldview b) a consequence of a mental illness c) an objective phenomenon d) an artifact of a person's life
4 a) emotions of the consultant b) characteristics of the subject c) judgments about the client d) comparison of the characteristics of the client with the norm the possibility of self-understanding 17. The advisory hypothesis is put forward a) at the first stage of counseling b) at the second stage of counseling c) at the third stage of counseling d) at the fourth stage of counseling 18. It is not a parameter of the consultative alliance a) emotionality b) confidentiality c) manipulativeness d) intensity 19. The model of active listening does not imply a) concentration of the psychologist on the interlocutor b) acceptance of the interlocutor's feelings and thoughts as they are c) the consultant builds his own concept inner world interlocutor d) mental adjustment of the consultant to the client 20. In the counseling group, the most common are a) existential groups b) t-groups c) self-help groups d) gestalt groups conflicts c) train spouses together to resist emerging difficulties d) remove the psychological alienation of spouses Methodological materials that determine the procedures for assessing knowledge Keys to test tasks Option 1 Correct answer 1 a 2 c 3 c 4 b 5 d 6 c 7 c
5 8 to 9 to 10 to 11 to 12 to 13 b 14 to 15 b 16 a 17 b 18 to 19 to 20 b 21 c Questions for the exam 1. Psychodiagnostics as a science. 2. Main directions of application of psychodiagnostics. 3. The main stages in the development of psychodiagnostics. 4. Development of psychodiagnostics within the framework of psychotechnics. 5. Little formalized and strictly formalized psychodiagnostics. 6. Observation as a psychodiagnostic method. 7. Interview in psychodiagnostics. 8. Psychophysiological methods. 9. Tests, their characteristics, classification criteria. 10. Questionnaires and questionnaires. 11. Projective techniques. 12. Ethical norms for the work of a psychodiagnostic with persons with disabilities. 13. Distribution of diagnostic techniques. 14. System of moral and ethical requirements for psychological counseling. 15. Code of professional ethics of a psychologist-consultant. 16. Syndrome of professional burnout of a psychologist-consultant. 17. Basic approaches to measuring intelligence. 18.Non-verbal intelligence tests, their features and purposes of application. 19. Tests of action when working with persons with disabilities. 20. Verbal intelligence tests: advantages and disadvantages. 21.Domestic research in the field of diagnostics mental development. 22. Modification of the Binet-Simon scale. 23. Questionnaires when working with people with disabilities. 24. Psychosemantic methods for diagnosing a person with disabilities. 25. Projective methods for diagnosing a person with disabilities. 26. Requirements for psychodiagnostic methods. 27. The problem of validity and reliability of projective methods. 28. Projective drawing methods in working with children with disabilities. 29. Interpersonal relations as an object of psychological diagnostics. 30. Sociometric method in the diagnosis of persons with disabilities. 31. Questionnaires in the diagnosis of interpersonal relations of persons with disabilities. 32. Diagnosis of parent-child relations in families with a child with disabilities.
6 33. B.M. Teplov's concept about the study of the basic properties nervous system(OSNS). 34. Basic requirements for monitoring the formal dynamic characteristics of persons with disabilities. 35. Reliability and validity of psychophysiological methods. 36. Instrumental methods for diagnosing OSNS in persons with disabilities. 37. Blank methods for diagnosing the strength and lability of the nervous system of persons with disabilities. 38. Basic methods for diagnosing the mental states of persons with disabilities. 39. Correctional and developmental work in the activities of a special psychologist. 40.Principles of building correctional and developmental programs. 41. Evaluation of the effectiveness of correctional and developmental programs. 42. Place of counseling in psychological practice. 43. Main characteristics of psychological counseling. 44. Requirements for psychological counseling of persons with disabilities. 45. Forms of psychological counseling. 46. Limits of responsibility of the consultant and the client. 47. Professional and personal reflection. 48. Stages of psychological counseling. 49. Approaches to psychological counseling in foreign psychology. 50. Approaches to psychological counseling in domestic psychology. 51. Constructive and destructive customer complaints. 52. Short-term goals and objectives of counseling. 53.Basic principles of counseling. 54. Basic orientations of psychologists regarding the structure of the consultative process. 55. Electric model of the counseling structure (B.E. Gilland). 56. Dynamics of the consultative process. 57. Rules of reference consultative conversation. 58. Stages of conducting a consultative conversation. 59. The relationship between the techniques of psychological counseling. 60. Control by the consultant of the implementation of recommendations by the client. 61. Causes of problems associated with the upbringing of children with disabilities in the family. 62. Stages of work of a consultant with parents of a preschooler with disabilities. 63. Consulting on the main problems of preschool children with disabilities. 64. Consulting on the preparation of preschool children with disabilities to enter school. 65. Raise social competence parents of a preschooler with disabilities. 66. Adaptation to the school requirements of younger students with disabilities. 67. School maladaptation of younger students with disabilities. 68. The relationship of a child with disabilities with a teacher and peers. 69.Psychological counseling for teachers working with younger students with HVD. 70. Psychotechnologies and psychotechnics in counseling adolescents and young men with disabilities. 71. Scheme of counseling a teenager with disabilities. 72. Consulting on problematic behavior of adolescents and young men with disabilities. 73. Consulting about emotional relationships in families with adolescents and young men with disabilities. 74. Consulting teachers working with adolescents and youths with disabilities. 75. Consulting adolescents with disabilities on school problems. 76. Consulting parents of adolescents, boys and girls with disabilities.
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Peculiarities of working with parents with children with disabilities
Currently in the Russian Federation, an increase in the number of children with disabilities (from newborns to adolescents of 17 years old) is recorded. 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 noted 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 increase in the number of children with disabilities in general education institutions in the Russian Federation.
Children with disabilities (HIA) - children aged 0 to 18 years with physical and (or) mental disabilities, having a disability due to congenital, hereditary, acquired diseases or the 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 disabilities in physical or psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions.
The analysis of defectological and psychological-pedagogical literature allowed us to identify the main nosological groups of children with developmental disorders:
- Children with visual impairments. They may be completely blind or visually impaired. The primary defect in this case is sensory in nature, since visual perception suffers due to damage to the visual analyzer in a child. In the indicative and cognitive activity vision is practically not used.
- Hearing impaired children. These include the deaf, the hard of hearing, and the late hearing. In this case, the primary defect is also a sensory impairment, namely damage to the auditory analyzer. In this case, verbal communication is significantly difficult or impossible.
- Children with musculoskeletal disorders. The primary defect is motor disorders due to organic damage to the cerebral cortex, which perform the function of motor centers. In such cases, motor awkwardness can be observed in children,
violations of coordination, strength and range of motion. Movement in time and space is either impossible or much more difficult. - Children with underdevelopment of speech or its severe impairment. This category further develops complications in the cognitive sphere and communications.
- Children with intellectual disabilities, the primary disorder is an organic brain lesion that causes disorders of higher cognitive processes. Mentally retarded children are children who have a persistent, irreversible impairment of mental development, primarily intellectual, that occurs in the early stages of ontogenesis.
- Children with mental retardation, they are characterized by a slow rate of formation of higher mental functions and relatively persistent states of immaturity of the emotional-volitional sphere and intellectual insufficiency, not reaching mental retardation, due to mild organic lesions of the central nervous system (CNS).
- Children with disorders of the emotional-volitional sphere(children with early childhood autism). This is a heterogeneous group, which can be characterized by different clinical symptoms and psychological and pedagogical features. A common feature in children with autism is a violation of communication and social contacts.
- Children with complex (complex) developmental defects when two or more primary disorders coexist, such as cerebral palsy and the hearing impaired, mental retardation and the visually impaired.
Speaking about the peculiarities of working with the 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 - psychotherapy. Whatever form of work we have, it always has a psychotherapeutic effect, that is, the parent must leave with the resource.
The appearance of a child with disabilities in a family qualitatively changes the existing way of life, causing parents to have a very wide range of problems. emotional reactions, most often united by such a capacious concept as "parental stress". In the dynamics of parental stress, several stages are traditionally distinguished.
First stage associated with emotional disorganization of family members. Parents experience shock, confusion, confusion, helplessness, and in some cases fear of the situation they are facing.
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 presence 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 a positive prognosis for the development and rehabilitation of the child, do not understand the full depth problems (reaction of the type “he will still get better, outgrow”).
At the first and second stages, the efforts of the psychologist should be directed to strengthening family relationships and cooperation between family members. It is important for a psychologist and other professionals to understand that at first, parents may not be ready for their help, especially for communicating 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 resourcing this family.
The third stage is mourning. As parents begin to accept and understand their child's problems, they sink into the deep sadness associated with realizing the problem. At this stage, family members may develop depressive and neurotic reactions.
Fourth stage - adaptation. It is characterized by emotional reorganization, adaptation, acceptance of the situation of the appearance of a child with special needs in the family. Some parents, by virtue of 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 counseling 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 how exactly and for how long the stages of the adaptation syndrome will proceed depends on a number of related factors (the personality of the parents, the diagnosis of the child, prognosis, etc.). There are times when parents "get stuck" at one of the stages and then the task of the psychologist is to accompany the parents during this period, to 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 task of the psychologist becomes to help parents (and other family members) through awareness of one's feelings and experiences, through the correction of the parental state, to form in them a value attitude towards a child with disabilities and a positive outlook on his future. In order to help achieve this goal, we offer 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 has a psychotherapeutic character, 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. As long as we are inside, associated, the problem controls us.
Variant of a structured interview with parents with children with disabilities
Complaints
What specifically worries the mother (other family members) in the child's behavior, emotional state, communication with other children or adults?
When did the disturbing moments first arise?
When did it become noticeable?
When did it get in the way?
When you (mother) see it, when you encounter it, what happens to you? What are you experiencing? What is physically happening to you?
How do you act in these moments?
What do you manage to do?
Who or what helps you to save or support yourself in these moments?
How do you understand, determine that the next difficult moment is near?
Is there something that should have started but didn't?
How often do such difficult moments end?
What happens then?
When do you "breathe"?
Does it get better or worse over time?
How does an adult feel about this problem?
What life task does this problem set before you on the scale of your whole life?
The nature of the problem
What do you think about the reasons for those features of the child that bother you?
When and under what circumstances did you realize that this is so?
If you have found this point, come back to this moment and remember what has changed inside you?
What gave you this understanding?
The proposed questions for conducting a conversation with parents are exemplary in nature and can be modified depending on the context of the conversation, the characteristics of the child or parents, the stage of the family's living situation, and many other factors. This questionnaire will help the specialist structure the conversation with parents, diagnose them emotional condition and it is possible to determine some vectors of corrective assistance to this particular family.
Stages of counseling families raising children with disabilities
- Acquaintance. Establishing a trusting relationship.
- Identification of family problems from the words of parents or persons replacing them.
- Psychological and pedagogical diagnostics of the child's characteristics.
- Determination of the parenting model used by parents and diagnostics of their personality traits.
- Formulation by a psychologist of real problems that exist in the family.
- Identify ways in which problems can be solved.
- Summing up, summarizing, consolidating the understanding of problems in the formulation of a psychologist.
According to statistics, most families in which children with developmental disabilities are born break up, the fathers leave these families. Different experts give different data: someone talks about 10% of complete families raising disabled people, someone - about 5-8% ...
Families are more likely to divorce, where a woman behaves passively or in panic (she gets irritated, sounds the alarm for any reason). Such marital relations do not begin exactly when a sick child was born, the makings were made even before his birth. In families where they have developed from the beginning a good relationship, this rarely happens. Some couples believe that the birth of a sick child only strengthened their union. But more often than not, sadly, the opposite happens.
What begins to happen in such a family between husband and wife? A common option, alas, is this: instead of uniting even more and treating each other even more carefully, overcoming new difficulties, the spouses become opponents, claimants.
The same thing happens all the time in families where ordinary children grow up. But in a family in crisis, this confrontation intensifies, sometimes mutual accusations are added to it, such as: “It is because of you that the child was born like this, it is 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 states of her child more acutely. But does this mean that the father loves the child less?
Features of father counseling
Considering the complexity and multidimensionality of the problem of acceptance by fathers of a child with special needs, the counseling process should be aimed at:
Support and development in the father of the child of the need to save the family or, if divorce is inevitable, to form responsibility for the maintenance and material support of the child and his mother;
Reducing the level of trauma due to the mental or physical "defectiveness" of the child; sparing attitude to the experiences of fathers (reactions that we can fix different from women's);
Development of the desire to help the mother of the child, understanding her difficulties, to provide psychological support;
Father's involvement active communication with a child (walks, activities for physical development, joint rest, family traditions).
Features of counseling mothers
The tactics of working with mothers is manifested in:
Relieve tension in contacts with the child and society;
Discussing 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 destructive position of the mother (“my child is like everyone else, he has no problems. When he grows up, everything will pass by itself”, or “Nothing will ever come of him”).
The attitude of parents to the characteristics of their child is the starting point that will determine the further path of the child and his socialization in society. Violations of parent-child communications and a destructive attitude to the problem can lead to irreversible behavioral deviations and significantly complicate the process of the child's socialization. In order to be able to help their child, parents, first of all, must themselves be in a resourceful state, they must 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"
- Never feel sorry for a child because he is not like everyone else.
- Give your child your love and attention, but do not forget that there are other family members who also need them.
- No matter what, keep a positive image of your child.
- Organize your life so that no one in the family feels like a victim, giving up their personal life.
- Do not protect the child from responsibilities and problems. Do everything with him.
- Give your child the freedom to act and make decisions.
- Watch your appearance and behavior. The child should be proud of you.
- Don't be afraid to say no to a child if you think his demands are extraordinary.
- Talk to your child more often. Remember that neither TV nor radio will replace you.
- Do not limit the child in communicating with peers.
- More often resort to the advice of teachers and psychologists.
- Communicate with families with children. Share your experience and learn from someone else's.
- Remember that someday the child will grow up and he will have to live on his own, prepare him for future life talk about her.
Maria Chikina
Psychological counseling for families with children with disabilities in the system of organizing special psychological assistance
Among the many problems concerning children with disabilities, the problem of working with families of such children occupies the main place. All families raising a child with disabilities need both psychological support aimed at increasing the self-esteem of parents, optimizing psychological climate in the family, as well as in pedagogical help which is associated with mastering the necessary knowledge and skills for raising a child.
AT psychological-pedagogical research conducted by V. A. Vishnevsky, B. A. Voskresensky, R. F. Mairamyan, I. A. Skvortsov, L. M. Shipitsina and others, is described psychotraumatic the impact of a child with developmental disabilities on family relationships and the emergence in connection with this psychopathological mothers' disorders. So, psychological a study of interpersonal relations in families raising a child with disabilities, conducted by L. M. Shipitsina, showed that the majority families unable to independently cope with the problems associated with the appearance of a disabled child in the family. In most of them there is conflict, anxiety, emotionally ambiguously colored family relationships, alienation, loneliness in the family (see diagram).
In such a situation, the family has the right to count not only on material support from the state, but also on help in organizing, establishing social, household, educational and psychological spheres of her life. The problem of an integrated approach to the issue of social psychological adaptation of families educating children with developmental disabilities, the studies of T. A. Dobrovolskaya, I. Yu. Levchenko, M. M. Semago, V. V. Tkachenko, O. V. Solodyankina, E. R. Baenskaya and others are devoted to Today there is a lack of works that would describe the knowledge and experience accumulated in this area. Comprehensive psychological- pedagogical support families- a relatively new field of activity specialists.
A family, having a disabled child, throughout life experiences a series of critical states due to subjective and objective reasons. It is an alternation of ups and even deeper downs. Families with the best psychological and social support overcome these conditions more easily. In addition to the fact that the parents of such a child experience difficulties characteristic of all categories families, they also have their own specific problems, which cause a chain reaction of adverse changes in the family, affecting all major areas family life.
A. Thornbal identifies the following periods associated with stress at the stages and transitions of the life cycle families, having disabled children:
1. the birth of a child: obtaining an accurate diagnosis, emotional addiction, informing other family members;
2. school age: the formation of a personal point of view on the form of education of the child (inclusive or education in special institutions, resolving issues related to the child's admission to school, extracurricular activities of the child, experiencing the reactions of peers;
3. adolescence: getting used to the chronic nature of the child's illness, the emergence of problems associated with sexuality, isolation from peers, planning the general employment of the child;
4. period "release": recognition and habituation to ongoing family responsibility, making a decision on a suitable place of residence for an adult child, experiencing a lack of opportunities for the socialization of the family;
5. post parent period: rebuilding relationships between spouses (if the child started independent life) and interaction with specialists where the child lives.
Let us describe the main functions that it performs in this case. specialist:
1. information function: specialist offers the family or its individual members a didactic presentation of information, the possession of which would eliminate the insufficient psychological-pedagogical and social competence;
2. supporting function: specialist provides psychological support, which is absent or has taken distorted forms in real family relationships;
3. intermediary function: specialist in the role of an intermediary, it helps to restore the broken ties of the family with the world and its members among themselves;
4. the function of developing the family as a small groups: specialist helps family members to develop basic social skills such as caring for others, understanding the needs of others, providing support and resolving conflicts, expressing their feelings and noticing the feelings of others. Specialist also contributes to the search for family resources that allow each of its members to recognize and use opportunities for self-development;
5. parent education function and children: specialist reveals to parents all the versatility of correctional psychological-pedagogical process working with a child, introduces the principles of building such forms of interaction with a child in which he feels confident and comfortable. Wherein specialist can help develop communication skills, self-regulation techniques and self-help.
In accordance with the above functions, the following types can be distinguished psychological and pedagogical assistance to the family raising a child with a disability health:
1. informing: specialist can provide the family or its individual members with information about the patterns and characteristics of the child's development, about its capabilities and resources, about the essence of the disorder itself that their child suffers from, about the issues of raising and educating such a child, etc.;
2. individual counseling: practical help for parents of children with disabilities, the essence of which is to find solutions to problem situations psychological, educational and pedagogical, medical and social nature. Considering counseling as a help parents in establishing constructive relationship with their child, as well as the process of informing parents about the legal aspects of the future of the family, pulling them out of "information vacuum", predicting the possibilities of development and learning of the child, several models can be distinguished counseling, the most adequate of which is the tripartite model, which provides for the situation when, during parent counseling consultant must assess and take into account the nature of the problems and the level of actual development of the child himself;
3. family counseling(psychotherapy) : specialist provides support in overcoming emotional disturbances in the family caused by the appearance of a special child. The course uses methods such as psychodrama, gestalt therapy, transactional analysis. These methods contribute to the formation psychological and physical health, adaptation in society, self-acceptance, effective life;
4. individual sessions with a child in the presence parent: matched effective methods educational pedagogical impact on the move mental the development of the child himself and effective ways of teaching parents correctional and developmental technologies;
Practice shows that psychological and pedagogical assistance turns out to be more productive when a team works with the family specialists aimed at a common result. In this case, for each specific family, its own individual comprehensive rehabilitation program is developed, which combines elements psychological correction, pedagogical influence, defectology, social work. Working in a team avoids a number of problems associated with the specifics of working with the family system eg tendencies to join and form a coalition with one of the family members.
Algorithm psychological-pedagogical work with a family raising a child with disabilities can be presented in the form of the following stages:
1. family research: the study of the features of the functioning of the family, the identification of its hidden resources, the collection of information about its social environment, the study of the needs of parents and the child;
2. making contact: work to overcome reactions psychological defenses, motivation for cooperation;
3. evaluation of the ways of rendering psychological and pedagogical assistance;
4. choice of areas of work depending on the results of diagnostics;
5. work specialists in providing psychological and pedagogical assistance to families aimed at activating the social position of parents, restoring and expanding social ties, searching for opportunities for family members to rely on their own resources;
6. analysis of the effectiveness of the results achieved.
Activity specialists carried out within the framework of this algorithm can be considered as one of the areas of work on the social adaptation of the family in the context of the main aspects of life, features family functioning at different age stages, which makes it possible specialist move more freely in the problematic field of the family and choose the most appropriate strategies for each stage of work psychological and pedagogical assistance and correction. The consistent implementation of these stages, coupled with subordination to the principles, can become organizational a form of implementation of qualitative changes that would lead to an improvement in the quality of life of a family raising a child with disabilities.
Bibliography:
1. Ayvazyan E. B., Pavlova A. V., Odinokova G. Yu. Problems of a special family // Education and training children with developmental disabilities. 2008. No. 2.
2. Baenskaya E. R. Help in raising children with special emotional development: 2nd ed. M., 2009.
3. Burmistrova E. V. Family with "special child": psychological and social assistance// Herald of practical psychology education. 2008. №4 (17) .
4. Dmitrieva L. M. Activity of the center psychological- medical and social support to ensure specialized care for children, brought up at home // Defectology. 2008. No. 2.
5. Korobeinikov I. A. Developmental disorders and social adaptation. M., 2002.
6. Kosova S. A., Modestov A. A., Namazova L. S. Rehabilitation activity families as a criterion for the effectiveness of medical and social help disabled children // Pediatrician. Pharmacology. 2007. No. 6.
7. Mastyukova E. M., Moskovkina A. G. Family parenting with developmental disabilities. M., 2003.
8. Mishina G. A. Forms organizations correctional and pedagogical work specialist- a defectologist with a family raising a child early age with violations psychophysical development // Defectology. 2001. No. 1.
9. Potashova I. I., Khudenko E. D., Kalyanov I. V., Ludanova Yu. N., Lyubimova M. N. Modern technologies rendering advice to parents raising a child disabled person: Method. allowance. M., 2008.
10. Seligman M., Darling R. Ordinary families, special children: Translated from English: 2nd ed. M., 2009.
11. Tkacheva V.V. Psychological characteristics of parents having children with cerebral palsy // Special psychology. 2009. №1(19) .
12. Shipitsyna L. M. "Ineducable" child in the family and society. St. Petersburg, 2002.
We associate the third stage of approbation with the provision of consultative and diagnostic assistance to people with disabilities.
Directions of psychological counseling
Currently, there are four main areas that define specialization in the work of a practical psychologist:
- psychodiagnostics;
- psychological counseling;
- psychoprophylaxis;
- psychocorrection.
We will stop at psychological counseling, since in the work of a teacher-psychologist of an educational institution it is the main one and includes the following particular types of work:
Development and precise wording psychological and pedagogical recommendations arising from the results of the conducted psychodiagnostic examination, and appropriate recommendations should be offered to both adults and children in a form understandable and accessible for practical implementation.
Conducting conversations with those who need advice. These conversations end with children and adults getting the psychological and pedagogical advice they need.
Working with teachers and parents carried out within the framework of psychological general education and advanced training system. The advisory work of the school psychologist is carried out in the following areas:
- counseling and education of teachers;
- counseling and education of parents;
- student counseling.
In turn, counseling can take the form of actual counseling on the 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 among students and their parents (legal representatives), among teachers and leaders of the need for psychological knowledge, the desire to use it in the interests of their own development; creation of conditions for the full-fledged 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 the development of intelligence.
Advisory activity is the provision of assistance to students, their parents (legal representatives), teachers and other participants in the educational process in matters of development, education and training.
The peculiarity of the counseling work of a psychologist in primary school lies in the fact that the direct "recipient" of psychological assistance (client) is not its final addressee - the child, but the adult (parent, teacher) who applied for advice. Thus, the psychologist sometimes has only an indirect effect on the child. He only gives advice; to implement them is the task of the client. Despite such specifics of the advisory work of a school psychologist with children of primary school age, their parents and teachers, this direction is fundamentally important in the practical activities of a school psychologist.
The effectiveness of a specialist's work is largely determined by the extent to which he managed 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 in a variety of psychological areas (diagnostic, existential, humanistic, behavioral and other approaches). However, in working with children, whose personality and psyche in general are still at the stage of their formation, taking into account age characteristics is an indispensable condition for the counseling work of a psychologist.
In general, the task of developmental psychological counseling is to control the course of the child's mental development based on ideas about the normative content and age periodization of this process. This overall objective to date includes the following specific components:
- orientation of parents, teachers and other persons involved in education, in the age and individual characteristics of the mental development of the child;
- timely primary identification of children with various deviations and disorders of mental development and their 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 pedagogical psychologists or teachers) recommendations for the psychological and pedagogical correction of difficulties in schooling for teachers, parents and others;
- drawing up (together with specialists in family psychotherapy) recommendations for raising children in the family;
- corrective work individually and/or in ad hoc groups in consultation with children and parents;
- psychological education of the population through lectures and other forms of work.
Consulting 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 of a psychologist and a teacher;
- the formation of the teacher's attitude to independent problem solving, that is, the removal of the attitude to the "ready recipe";
- taking responsibility for joint decisions by the participants in the consultation;
- distribution of professional functions between teachers and psychologists.
In the organization of psychological counseling of teachers, three directions can be distinguished.
- 1. Consulting teachers on the development and implementation of psychologically adequate training and education programs.
- 2. Consulting teachers about the problems of learning, 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 to create the most favorable conditions for the development of the child's personality and his education. Counseling in this direction can be organized, on the one hand, at the request of the teacher, on the other hand, at the initiative of the psychologist, who can offer the teacher to get acquainted with this or that information about the child and think about the problem of providing assistance or support. Organization at the request of the teacher is most effective in the form of individual consultations.
- 3. Counseling in situations of resolving interpersonal and intergroup conflicts in various systems relationships: teacher - teacher, teacher - student, teacher - parents, etc. Within the framework of such social mediation work, the psychologist organizes the situation of discussing the conflict, first with the opponent separately, then all together. The psychologist relieves the emotional tension of the participants in the conflict, translates the discussion into a constructive channel, and then helps the opponents find acceptable ways to resolve the controversial situation.
Parent Counseling
Psychological and pedagogical counseling for 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 parent-child interaction; on the other - at the initiative of a psychologist. One of the functions of advisory work with parents is to inform parents about the 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 child or in connection with emotional experiences and events in the family.
The main stages of individual advisory work
- 1. Working with teachers, parents of children studying in a specific individual case is a rather laborious process that requires a certain organization. For a qualified solution to the problem, it is necessary to collect and analyze information on the following sections: information about the history of the development of the child 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 features of the social environment in which the child grows up, and the nature of his communication and relationships with significant persons (family, peer group 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. Yustitskis, Rene Gilles’ “Two Houses” technique, tests for joint activities, family drawing, etc.
- 3. The study of the behavior and activities of the child in various situations. For this survey, it is advisable to apply the observation scheme.
- 4. Drawing up a differentiated description of the development of the cognitive and emotional-personal spheres of the child. The methodological means and techniques used to obtain this kind 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 should be applied that systematically determines psychological status child.
General characteristics of the conversation with parents in the process of counseling
In the process of counseling, the psychologist contacts the parents several times: during conversations to establish the history of the child's development, when examining the child and the parent for the specifics of their relationship, during the conversation based on the results of the examination, on remedial classes(parent groups, parental confidence training).
Each meeting of a psychologist with persons who have made a request has its own main goal achieving the deepest, most versatile and objective understanding of the problems of the child, his personality as a whole.
The prerequisites for a successful outcome of counseling will be the following actions of the psychologist in the process of conducting conversations during the first meetings:
- his ability to create a trusting, frank relationship with parents (or other persons who asked for help), the ability to show empathy, to show his attitude towards parents as people who are sincerely interested in eliminating the difficulties of the child;
- discussion of the goals and objectives of counseling, that is, introducing the client to the situation of the upcoming counseling, orientation in general scheme advisory work;
- the formation of the client's attitude to a joint and versatile analysis of the problems of the pupil;
- 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.
The conversation conducted by the psychologist following the study of the case has several goals:
Detailed discussion general condition mental development of the child, as well as the nature, degree and causes of the identified difficulties, the conditionally variable forecast of his further development;
- joint development of a system of specific assistance measures or a special correctional program;
- discussion of the problems of parents related to the child, their attitude to his difficulties;
- scheduling follow-up meetings or explaining the need for consultations with specialists of a different profile (if necessary).
Depending on the specifics of the 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. At the same time, it is desirable to have a conversation with both parents at the same time, as this helps to get a more objective and versatile picture of the child's life and, in addition, allows them to feel a common responsibility for the fate of the child.
At the beginning of the conversation (the first stage), it is necessary to encourage parents to a free and frank discussion of the child's problems, updating the issues that concern them most. It is also necessary to touch on their ideas about the causes of the child's difficulties and the means of resolution, assistance, to find out the parents' opinion about what goals can be set for the child, what future he should be oriented towards. At the second stage of the conversation, the psychologist is supposed to report and explain the results of the psychological examination, as well as their joint discussion. Specific data and illustrations from the survey materials that the psychologist demonstrates usually help parents form a more accurate idea of the nature and degree of the child's difficulties. It is necessary to strive to develop in parents a realistic idea of \u200b\u200bhis difficulties. After that (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 (fourth stage), it is discussed how the attitude of parents to the problems of the child has changed, and subsequent meetings are planned. During the conversation, it is important to show warmth, attention, respect. The criterion for evaluating the effectiveness of the conversation: whether the 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, this often gives more credibility to the consultant's conclusions; it is useful for parents to have a psychological report written in a clear, understandable language, or at least write down their own conclusions and recommendations from the words of a psychologist, as this will help them to think over the results of the consultation in the future, look for specific measures of assistance based on the recorded conclusions, check their correctness in the course of the analysis of the further development of the child.
One of the principles of work of a developmental psychologist-consultant is the principle of upholding the interests of the child. However, ideas about these interests and how to advocate differ significantly among different counseling psychologists. These differences are reflected in the methods and subject matter of their work.
If we proceed from the well-established practice of family counseling (and it is by far the most developed) dividing all cases of seeking counseling into family problems proper and problems of parent-child relations, then there are three areas, three ways of working in the field of parent-child relations:
- increasing the socio-psychological competence of parents, teaching communication skills, permissions conflict situations, improving the style of parental behavior, general educational awareness, etc .;
- work with the family as a whole in terms of diagnosing the intra-family situation, as well as correction and therapy;
- work primarily with children.
It is clear that all three areas of work implement the principles of observing the interests of the child. And one of the organizational principles of the work of a psychologist 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 even more so not only these relationships according to the parents. In some cases, it is necessary to conduct a psychological examination of the parents.
Terms of 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 microenvironment of the family, about the features of family education, 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 the 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 qualification). Financial security of the family.
- 3. Drawing up a characterization of the family's lifestyle, its cultural potential (presence of a library, cultural leisure, attitude to art, literature, spiritual needs of family members, range of interests, hobbies).
- 4. Establishing the openness-closedness of the family.
- 5. Study of intra-family relations: dominant style of relations (democratic, authoritarian, mixed), family microclimate, leadership in the family, authority of adults, problems in family relations, emotional connection 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 pedagogical culture and self-education of parents.
- 6. Study of the relationship between parents and an educational institution: participation in the life of an educational institution, the nature of interaction with teachers.
Research methods: observation, empathic conversation, interviews, questionnaires, product analysis joint activities children and parents, the technique of unfinished sentences.
The second stage is communicative.
Purpose: establishing contact with the family, analysis of difficulties in contacts with adults.
Family contact questionnaire
List the activities that allowed you to make first contact with your family. Which of them turned out to be the most successful? What actions, words did not produce the expected effect? Why?
What expectations and anxieties 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 disposed the family to contact, what prevented him?
Was your communication with the family constructive and helpful to its members? For you? What exactly?
What actions do you think will facilitate further contact with the family?
The third stage is informational.
Purpose: mastering the technology of informing parents and creating methodological information materials, taking into account individual features parents.
Memo on informing parents
1. Study in detail the information needs of parents (use the system of pedagogical monitoring).
- 2. Divide the entire amount of information into semantic blocks (for example, general information, information for groups of parents, information for individual parents). Think over the ways and forms of presenting information for each block.
- 3. Provide information in a language parents understand.
- 4. Always offer parents only true 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 diseases of teachers, their personal income, marital status.
The fourth stage is corrective.
Purpose: optimization of solving the problems of dysfunctional families, correction of family education.
Position consultation analysis
1. The expediency of using techniques (methods) in family counseling.
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 an objective feedback for the speaker and the 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):
- encouragement and reassurance techniques are important for creating and strengthening the counseling contact;
- The technique of asking questions is one of the most important methods of conversation. Closed questions are used for the purpose of orientation in specific information. In the main moments of counseling, it is desirable to use open-ended questions, since open questions stimulate the interlocutor's motivation, his involvement in the conversation, the opportunity to answer them in more detail.
structuring technique. Structuring counseling is a specific organization of the relationship between the consultant and the client: the allocation of stages this process and evaluation of their results, providing the client with information on the progress of counseling, joint determination of what has been achieved. The ability to pause. Structuring occurs throughout the consultation.
- 2. Were special tasks, exercises, and tests used during counseling that reveal the actual and potential capabilities of the participants and allow them to understand their problems more clearly and clearly?
- 3. What was done by the counselor to contact the family?
- 4. Did the consultant at the stage of collecting information receive answers to the questions:
Why did the counselor come?
How does he see his problem?
What is its ability to solve the problem?
What does he want to have as a result (what does he want to achieve?)?
- 5. How was contact with the family maintained during the counseling?
- 6. How did the counselor encourage the family member to tell the story further?
- 7. Determine the family member's locus of complaint (whom (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 a more constructive position of the client in a situation, probable ways of reorienting him in his attitude to problems).
- 9. Was there an analysis of specific situations from the client's life, clearly demonstrating his relationships with people, behavior in problem situations, features of the chosen patterns of interaction.
- 10. How was the conversation completed? Summing up the conversation.
Discussion of issues related to further client relations
with a consultant or with other necessary specialists.
Farewell of the consulted to the consultant.
The fifth stage is design.
Purpose: development of skills in designing information and educational correctional programs for working with parents.
A map of the project of psychological and pedagogical support of a particular family is being compiled.
Most effective ways establishing and maintaining contact with the family.
The parental position formed in this family; parent type.
Found problems, vulnerabilities of the family.
Forecast of the further development of the child and the 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 the child and family?
What information does the family need? What would be the best way to provide it?
Consultation topics that will interest 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 consulting and diagnostic work.
Republic of Mari El, Yoshkar-Ola RSU Republican Center for Social and Psychological Assistance to the Population
M. A. Efimova
"Every real life have a meeting. Human life and humanity begins to exist in this meeting, because the growth of the inner essence does not take place in relation to man to himself, but in relation between one person and another, between people. Martin Buber.
“Mercy consists not so much in material assistance as in the spiritual support of the 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 originated half a century ago in London at the initiative of the Anglican priest Chad Var. Currently, emergency telephone counseling services are available in almost all countries, which came to our country with a great delay. Many people in our society still consider going to a psychologist almost a whim, a recognition of their weakness, their inability to figure out their problems on their own. In fact, counseling is a kind of support, an act of trust, mercy, even the strongest sometimes need help, an opportunity to look at the situation with different eyes. Recognition that you have problems and you want to sort them out is just a manifestation of strength, but avoiding them, ignoring them, is a manifestation of weakness. The psychologist offers his time, attention, knowledge to another person, he will listen to his anxieties, fears, expectations, hopes, help him find new ways to build the desired future. The very intonation of the psychologist's voice - interested, benevolent, warm - disposes to trust. Over the 10 years of the existence of our service "Telephone of Trust" at the Republican Center for Social and Psychological Assistance to the Population, we can conclude that this type of assistance is relevant and effective. Annually for psychological support hundreds of people with disabilities come to us, most of which are women over 30 years of age. So, in 2006, about 250 calls were received from the disabled, for 8 months of 2007 - 289, which is about 10% of the total number of calls received by the "Trust Phone". The main problems are: experience of a mental or somatic illness, problems of relationships with a close environment, self-acceptance (loneliness, lack or loss of the meaning of life, worries about one's appearance), social adaptation, material problems, etc.
Counseling usually includes three stages:
1. problem research
2. a new level of understanding of this problem (it is proposed to look at your problem from the other side and think about how you can deal with it)
3. action (building plans and adjusting actions)
Experiencing a serious illness or disability, a person experiences different conditions, at the first stage, one of such experiences may be the denial of the disease itself, this is a natural psychological defense, denial contributes to the adaptation of a person, eliminating a psycho-traumatic situation from his consciousness. When counseling such subscribers, one should use active listening, the study 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 there may be resentment at the injustice of fate. Anger and resentment are also one of the stages of experiencing the disease, they protect a person for a while. Listening to the subscriber, covered by such feelings, one should not condemn and not direct his indignation at him, but accept his condition and offer acceptable ways to relieve painful experiences. The next stage of adaptation to the disease is a deal. The forces spent on anger and denial are exhausting, so the patient begins to seek indulgences from others, these reactions help him come to terms with the inevitability of the disease. By doing the 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 the disease is perceived as a "hidden benefit", as an installation on one's own helplessness. This allows you not to take responsibility, not to change yourself, but to demand and receive sympathy and help from others. Many people with disabilities 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 corrected, his fate changed, he loses the goals and motivation of his actions. He avoids all new activity, blindly submits to adverse circumstances, easily gives up and eventually fails, closing the circle. Problems accumulate and coalesce, interests narrow, and social activity fades. Too lively encouragement in such cases is inappropriate, the phrases should be simple, understandable, filled with care, understanding. It can be recommended to translate negative thoughts into alternative useful statements. You should not discuss the diagnosis, teach, instruct. Tips are also often useless and cause a negative reaction. The first person to seriously study the role of negative thinking in the development of depression was the 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. bad thoughts. Most doctors and psychologists recommend physical exercise to lift the mood in depression, because muscle activity makes a person more alert and energetic. good remedy the fight against depression is deep relaxation. It helps to calm down, find inner balance. These methods are not difficult to perform and are feasible for everyone, and the effect of them when performed regularly is good.
Relationship problems with others are also very significant for people with disabilities, especially the elderly, they often feel unwanted, there is a feeling of guilt, defenselessness. Many are worried that they become a burden for children, they experience all sorts of violence on their part. The very fact that a person called indicates 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 scope: “I can’t do this,” “I have to live like this.”
About half of all calls 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 "mentally ill" and "criminal". Mentally ill people often experience hostile feelings towards themselves and suffer from loneliness. Appeals of former patients psychiatric hospitals can be divided into the following types: crisis situations (relationships with relatives, neighbors, society), deterioration in health (obsessive fears, aggression), the need for an interlocutor on various issues (questions of religion, the meaning of life, politics, etc.). The work of the psychologist in dealing with such callers is mainly patient active listening (without delving too deeply into an illogical conversation). The consultant's attention to the strange problems of patients causes reciprocal trust and positive emotions. The mentally ill may act aggressively, express resentment, often abruptly end the conversation and then call again, often becoming regular callers. It is necessary to encourage any positive actions of patients (to engage in feasible work, outdoor activities motivate them to see a doctor, continue treatment). If the subscriber is in a relatively adequate condition and addresses about ordinary everyday problems, then a normal dialogue should be conducted with him.
Historically, people with disabilities have been excluded from ordinary life society, felt like outcasts, not like everyone else, this led to the persistent formation of a negative image of “I”, to low self-esteem, to insecure behavior. Appeals about the rejection of oneself as a person are quite frequent, mainly such a request comes from young people. As a rule, they experience material problems, they do not have the opportunity to receive a good education, no adapted housing, few friends and personal relationships. Modern life requires independent, confident behavior, competent communication skills from people. Many people with disabilities do not have these qualities, and this is their misfortune, 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. A psychologist in the process of telephone counseling can help find the causes of uncertainty and give recommendations on how to overcome it. Confident behavior consists of a range of behaviors and can be learned, it gives the opportunity to express their rights, make their own choices, make their own decisions and take responsibility for their behavior.
You can’t solve a person’s problems for them, but you can learn to deal 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, the lame, the hungry, the blind, and the outcast passed before him; seeing them, he fell into despair and exclaimed in anger: “O Creator, how can You be a God of love and do nothing to help these sufferers?” There was no sound in reply, but the saint waited patiently, and then a voice sounded in the silence: “I have done something for them. I created you." (From Sufi proverbs).