Psychocorrection program for young children. Psychocorrectional program of work in the field of communication and behavior of children of senior preschool age

Requirements for programs are determined by the basic principles of psychological and pedagogical correction: the unity of correction and development, the unity of age-related and individual development, the unity of diagnostics and development correction, the activity principle of correction, the approach to each child as gifted. The unity of correction and development determined the name of the programs as correctional and developmental.

The correctional and developmental program is developed and implemented in the joint activities of a child (school) psychologist and an educator (educator, teacher). A psychologist, based on a psychological examination of children (psychodiagnostics) or a psychological analysis of any pedagogical situation, formulates recommendations. These recommendations are implemented in work with children by teachers and parents in interaction with a psychologist and with the active role of the child himself.

Recommendations for correcting a child’s mental development are effective only when they are given in the context of understanding the whole personality, in the totality of all its qualities and properties. S.L. Rubinstein included in the holistic personality structure:

– orientation (needs, motives, goals, interests, ideals, beliefs, worldview, attitudes);

– abilities (general, special, giftedness, talent);

– character (attitude towards oneself, towards people, towards the world, volitional qualities).

It is necessary to keep in mind that the core of a personality is its motivational sphere. The structure and nature of any mental qualities largely depend on the orientation of a person’s personality, on their connection with his other properties and on the function that these properties perform in the general system of human behavior. The child’s personality structure is just being formed, its components develop unevenly, correctional programs are designed to create conditions for the balanced development of individual structural components of the personality as an integrity.

At the same time, work can be done both with the child himself to correct his individual psychological formations, and with the living conditions, upbringing and education in which the child finds himself.

Correctional work should be structured not as a simple training of skills and abilities, not as individual exercises to improve psychological activity, but as a holistic, meaningful activity of the child, organically fitting into the system of his daily life relationships. In preschool age, a universal form of correction is play. Play activities can be successfully used both to correct a child’s personality and to develop his cognitive processes, speech, communication, and behavior. At school age, this form of correction is a specially organized educational activity, for example, using the method of gradual formation of mental actions. Both in preschool and primary school age, such correctional and developmental programs are effective that include children in a variety of creative activities - visual, gaming, literary, labor, etc.

It is very important that developmental correction be proactive and anticipatory in nature. She should strive not to exercise and improve what already exists, what has already been achieved by the child, but to actively form what should be achieved by the child in the near future in accordance with the laws and requirements of age-related development and the formation of personal individuality. In other words, when developing a strategy for correctional work, one cannot limit oneself to immediate developmental needs, but must take into account and focus on the development perspective. The value of a correctional development program is that it allows the child to feel promising in activities that are personally significant to him.

When developing correctional and developmental programs, it should be understood that each kindergarten, school, boarding school, orphanage, any educational children's institution has its own characteristics, which in one way or another have an impact on the development of the child. Therefore, the specifics of specific tasks and forms of correctional work depend on the type of child care institution.

When developing psychological and pedagogical correction programs, it is important to distinguish difficulties that arise in connection with various types of disorders and deviations in the development of the child and therefore are subject to correction, from problems associated with “excessive demands” that parents and often teachers place on children without taking into account the psychological characteristics of age and possible individual options for living of this age by one or another child.

Examples of excessive demands on preschool children include parents’ complaints about the child’s disorganization, stubbornness, disobedience, and inattention. But children at this age do not yet have a sufficiently developed ability to organize their activities arbitrarily and purposefully and therefore violate the strict requirements of the regime of life and activity. Unjustified demands are also made on younger schoolchildren. The parents’ focus on the child’s super-achievement is explained by their lack of understanding of the age and individual characteristics of their son or daughter, psychological and pedagogical illiteracy, low level of parental competence, etc. In all these and similar cases, the main task of correction becomes educating parents in the field of patterns of mental development of the child, so that increase the degree of understanding and acceptance of the child and improve parent-child relationships.

Most of the currently available many correctional areas, programs, methods, trainings and tactics, set out in a huge number of monographs, reference books and encyclopedias, are little accessible to practicing psychologists. On the one hand, these programs are generally unacceptable for working with children who study in the special education system; on the other hand, their implementation requires extensive work experience or the opportunity to undergo appropriate training.

The listed programs have proven themselves in working with various categories of children experiencing certain learning difficulties and who are at risk for socio-psychological and educational maladjustment. These programs can form the basis of technologies for developmental and correctional work of psychologists in various types of institutions of the special education system, including educational centers. For children in need of psychological, pedagogical and medical and social assistance, they can also be used by a Psychologist when working in correctional and diagnostic groups opened during psychological, medical and pedagogical consultations and commissions at various levels.

The entire range of programs offered can be divided into groups that differ in the depth of penetration into the structure of mental development. Based on this, correctional psychological programs are divided into:

programs focused directly on the causes of observed developmental features (impact on the social situation of development; interfunctional organization of brain systems);

programs whose target is the level of basic components of mental development (formation and harmonization of the level structure of one of the three basic components: voluntary regulation of mental activity; spatial representations; basic affective regulation);

symptomatic correctional programs, the impact of which is focused mainly on the observed specific phenomena of deviant development.

program of complex neuropsychological correction and habilitation (according to A.V. Semenovich);

methodology for the formation of programming, voluntary self-regulation and control over the course of mental activity (author’s program by N.M. Pylaeva and T.V. Akhutina).

Programs that have a corrective effect on the formation and harmonization of the basic components of a child’s mental development include:

program for the formation of voluntary regulation of mental activity (FPR program);

program for the formation of spatial representations (FP program) 2;

a program for the formation of basic affective regulation (harmonization of level regulation of the affective sphere according to the system of O.S. Nikolskaya).

Among programs of the third type (symptomatic focus) correctional and developmental programs are presented: art therapy programs, including folklore art therapy; formation of emotional stability and positive self-esteem in children of primary school age; development of self-awareness through a psychological fairy tale.

However, all these programs, to a greater or lesser extent, relate to each of the following blocks:

1. correction of sensory-perceptual and cognitive activity;

2. correction of the emotional development of the child as a whole;

3. psychological correction of the behavior of children and adolescents;

4. correction of personal development (in general and its individual aspects).

It must be remembered that psychological correction alone, no matter how skillful it may be, is never enough. The work of a psychologist, especially a psychologist in the special education system, should always be combined with the activities of other related specialists - a doctor, speech therapist, speech pathologist or additional education teacher. Moreover, the more pronounced the organic cause of deviant development, the more important it becomes to involve a neurologist or psychiatrist. In the presence of signs of atypical development that aggravate the overall picture of development, the role of the neuropsychologist and, accordingly, correction methods based on the neuropsychological approach increase. The more complex the social development situation and its contribution to maladaptation in general, the more the social teacher and psychotherapist will be involved. And in all cases, at certain stages of the work, a speech therapist, defectologist, or additional education teacher may be involved. This is how the interdisciplinary principle of correctional work of a team of specialists is implemented and the entire system of accompanying a child in the educational space is individualized.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Psychocorrection is ensuring the psychological comfort of the individual in relation to himself, in interactions with other people, in his worldview in general. In this aspect, we can talk about the psychological health of the individual (psychological health - the term of I.V. Dubrovina). Psychological health makes a person self-sufficient, armed with the means of self-knowledge, self-acceptance, self-esteem and self-development in the context of interactions with other people in the cultural, social, economic and environmental realities of the surrounding world. Thus, it is the psychological health of the individual that must be considered both as a goal and as a criterion for the effectiveness of an integral system of psychological assistance and support.

Isolating the components of psychological health allows us to determine the following tasks of psychocorrectional assistance:

Thus, in the psychological correction of convicts, the main emphasis is on training, on providing the convict with the opportunity to change. One of the methods aimed at developing the skills of self-knowledge and self-regulation, communication and interpersonal interaction, communicative and professional changes is training. Therefore, one of the objectives of training work with aggressive-violent criminals should be teaching social skills.

This program has been prepared with the aim of improving the forms and methods of working with convicts registered with penal inspections, and is aimed at practical application in the activities of employees of penal inspections.

aggressive violent criminal correction

1. Theoretical part

1.1 The concept of aggressive and violent behavior

The problem of aggression and violent behavior in people's lives is one of the most relevant and leading research topics in psychology. These studies have a long tradition, were carried out within various schools, and were considered in theoretical and applied aspects. The reason for such keen interest in this issue is the desire to assist law enforcement agencies by better understanding aggressive actions, preventing overt acts of violence and curbing the growth of this type of crime throughout the world.

Currently, most psychologists accept the following definition of the concept of “aggression”. Aggression“is any form of behavior intended to insult or harm another living being who does not want such treatment.” As follows from the accepted meaning, aggression here is considered only as a form of social behavior, including direct or indirect interaction of at least two human individuals; it can be of a physical and psychological nature.

Aggression as a personality quality includes a hostile attitude towards someone, in the form of a potential readiness to commit violence. In turn, violence is defined as “deliberate physical actions, expressed in causing physical harm to a person, as well as threats of harm, forced influence on a person, his oppression,” i.e. The definition of violence includes only such behavior of the subject that has purposeful actions to achieve physical harm or damage to another person.

Thus, aggressive-violent behavior consists of a subjective hostile attitude and a focus on inflicting physical actions of a destructive nature on another person. The difficulty in assessing aggressive and violent actions lies in the fact that they have a fairly wide range of manifestations. For example, they can arise as a reaction of hostility to the creation of obstacles or damage to others, and also manifest themselves “spontaneously”, from the desire to hinder, harm someone, treat someone unfairly, offend someone. Therefore, one should distinguish between reactive and spontaneous aggression.

A. Basho tried to generalize approaches to assessing aggressive-violent behavior and create the most complete classification of actions in which aggressive intentions are manifested. In his opinion, the whole variety of aggressive actions can be described on the basis of three scales: physical - verbal, active - passive, direct - indirect. Their combination gives eight possible categories into which most aggressive actions fall (see table No. 1)

Type of aggression
Physical-active-direct	Hitting, beating or wounding a person with a firearm or bladed weapon
Physical-active-indirect	Laying booby traps, conspiring with an assassin to destroy the enemy
Physical-passive-direct	The desire to physically prevent another from achieving a desired goal
Physical-passive-indirect	Refusal to perform necessary tasks
Verbal-active-direct	Verbally insulting or humiliating another person
Verbal-active-indirect	Spread of malicious slander
Verbal-passive-direct	Refusal to talk to another person
Verbal-passive-indirect	Refusal to give verbal explanations or explanations

Psychological portrait of the personality of an aggressive-violent criminal

All criminals who resort to the use of physical violence in their criminal actions are characterized not only by the presence of aggressiveness (in the traditional sense), but also by such traits as hostility, anxiety, imbalance, emotional instability, poor ability to self-control, conflict, and a defective value system , especially affecting the area of ​​goals and meaning in life.

In an aggressively violent criminal, a change in the structure of legal consciousness manifests itself in a distortion of specific moral and psychological regulators of behavior in the form of: fatalism and a negative assessment of the life lived, a decrease in the need for self-regulation, orientation towards a consumer and dependent position, violations of interpersonal relationships, rejection of such values ​​as life, health, sexual integrity and human dignity.

For an aggressive-violent criminal, a specific personality trait is the denial of generally accepted norms of behavior and the negative nature of the value orientations he shares. At the same time, such a person feels a gap between his expectations, desires and current social norms, experiences a feeling of isolation, non-involvement in the affairs of others, which prevents the assimilation of norms governing behavior. To self-justify his position, an aggressive-violent criminal uses psychological defense, where responsibility is mostly placed on other persons or external circumstances.

The illegal acts of most violent criminals are greatly facilitated by such distinctive features as increased excitability and impressionability (emotivity), weakened self-control and inflexibility (rigidity) of behavior. Their moral and psychological attitudes determine a stable idea (concept) of the hostility of the surrounding world, causing a feeling of being unfairly offended, having the moral right to be guided by retribution and lynching, to enjoy physical superiority over others, subordinating them to themselves, etc.

1.2 Principles of psychological correction

When conducting psychocorrectional measures with convicts, the psychologist must adhere to the basic principles of psychocorrectional work. The main one is the principle of unity of diagnosis, correction and development, which reflects the integrity of the process of providing psychological assistance to the convicted person. It has been established that the effectiveness of correctional work depends 90% on the complexity, thoroughness and depth of previous diagnostic work. Conducting a diagnostic examination of a convicted person requires mandatory informing him about the results obtained, which is already the beginning of the psycho-correction process. “Any knowledge about oneself, by the very fact of its receipt, changes the subject: having learned about oneself, he becomes different” (Yu.B. Gippenreiter). In addition, monitoring the dynamics of the progress of the effectiveness of correction requires the implementation of diagnostic procedures that provide the psychologist with the necessary information and feedback, which allows making the necessary adjustments to the tasks of the psychocorrection program, changing and supplementing the methods and means of psychological influence on the convict in a timely manner.

When carrying out psychocorrectional work it is necessary take into account the “age norm”(sequence of successive ages, age stages of ontogenetic development) and "individual norm"(individuality and independent path of development) of the convicted person. This is especially important when working with juvenile convicts, who for the most part have developmental delays at all levels: physical, intellectual and mental. When assessing whether a convicted person’s level of development corresponds to the age norm and formulating correction goals, the following characteristics must be taken into account:

Features of the social situation of development (upbringing, education, social circle, etc.);

The level of formation of psychological new formations at this stage of age development;

Level of development of the leading activity of the individual.

Goal and objectives of skills training

An aggressive person violates the personal rights of other people, in particular the person’s right to be listened to, to be taken seriously, to have his own way, and others. He imposes himself and his opinion on other people, puts pressure on them, humiliates, insults. Aggression is not based on mature self-esteem and is an attempt to satisfy one’s needs at the expense of others’ self-esteem. Aggression is a negative form of behavior associated with a person’s lack of self-confidence. An insecure person holds back feelings due to anxiety, guilt, and poor social skills.

With such people, it is most appropriate to carry out corrective work in the form of skills training. The skills training group includes a certain number of clients who have difficulty communicating and interacting with other people and undergo a programmed course of training in the skills and social interaction skills they lack. Members of such groups are considered as students who want to acquire the necessary skills and abilities that will help them better adapt to life, i.e. make them independent, competent communicators and successful in interpersonal interactions.

The following groups of qualities, skills and abilities are of greatest importance:

· self-respect and respect of others;

openness in expressing feelings;

· awareness and clear statement of your desires and needs;

· direct and honest expression of one's own opinion;

Active listening and understanding of people ;

· recognition of the rights and fair demands of another;

· adequate self-esteem;

· self-control;

· self-control;

· self management;

· self-regulation;

· self-motivation;

· installation for success in activities;

· purposefulness, responsibility, flexibility, independence.

The skills training group is strictly structured, the leader actively leads the group, setting a specific goal for the participants and planning each lesson.

Subject of training:

An individual set of stereotypes of perception of social reality and one’s own “I” of persons sentenced for violent crimes to punishments not related to imprisonment.

Purpose of the training:

- Correction of inappropriate forms of behavior through the formation and consolidation of methods of effective interaction with the outside world, without resorting to violence and aggression (formation of assertiveness)

Training objectives:

1. Reducing emotional stress.

2. Formation of the ability to distinguish between uncertainty, confidence and aggressiveness.

3. Raising awareness of individual rights.

4. Formation of adequate self-esteem.

5. Creating a mindset for openly expressing your feelings without infringing on your partner’s rights.

6. Relaxation training.

Coach's task:

- Help the training participant “feel himself” and “feel others.” Self-perception occurs through:

a) correlation of one’s “I” with others (mechanisms of identification and empathy);

b) assessment by others;

c) results of own activities;

d) understanding of your inner world;

d) assessment of one’s own appearance.

Training techniques:

- self-confidence assessment;

- behavior rehearsal;

- relaxation training;

- restructuring of beliefs;

- Homework.

Training methods:

- lecture;

Modeling of practical situations;

Brainstorm;

Discussion.

Exercise 1. “Informing”

Target: Informing group members about the topic and time frame of the training.

Time spending: 5 minutes.

Presenter's address. “Our training program is aimed at developing the skills of confident behavior. This goal will be achieved through the following tasks: reducing emotional stress, developing the ability to distinguish between uncertainty, confidence and aggressiveness, increasing awareness of individual rights, developing adequate self-esteem, creating a mindset for open expression of one’s feelings without infringing on the rights of a partner, and learning relaxation. We will solve these problems by performing various types of exercises directly in class and homework.

New knowledge will bring you tangible benefits.

First, you will be able to control your outbursts of destructive anger. By “venting” your problems, you will have the opportunity to restore your previous relationships with people and prevent the danger of an explosion in the future.

Secondly, the frequency and intensity of the body’s physiological reactions to your angry state will decrease. Science has proven that anger poses a health threat. The less angry you are, the longer you live.

Thirdly, you will be able to change those attitudes, assumptions and motives that “trigger” your irritability. And as you learn to deal with the impulses that trigger anger in new ways, you will have fewer and fewer reasons to lose your temper.

Fourth, you will be able to effectively cope with stress. Instead of exploding every time in response to overwhelming emotional stress, you will cope with it using special relaxation techniques.

Fifthly, while remaining balanced and friendly, you will achieve the ability to achieve what you want by mastering constructive problem solving techniques and conflict-free communication skills.

You will definitely achieve tangible results if you take your work seriously and are active during the training period. The training program consists of 7 lessons. The duration of each lesson is 2 hours. Each lesson includes information from the leader on the topic of the lesson, performing various types of exercises and role-playing games, discussing their implementation, and formulating homework.”

Exercise 2 “Catch the sofa”

Goals: psycho-gymnastic exercise aimed at:

Relieving tension;

- continued acquaintance of group members;

- creating an atmosphere of openness and trust among participants;

Group cohesion.

Time spending: 5 minutes.

Presenter's address.“Now, to warm up and relieve muscle tension, everyone stands in a circle. Each of you takes turns throwing imaginary things to the group member standing opposite. Simultaneously with the throw, the name of the group member and the name of the item are pronounced. For example, “Nikolai, grab the book.” The task of the person to whom the thing is thrown is to catch it or not (to sit down instead) in accordance with the nature of the thing (for example, a bed or a sofa).”

Psychological commentary.

Performing this exercise is aimed at relieving psychological and physical relaxation after a sufficiently long discussion and acceptance of the rules of the group. In addition, its implementation makes it possible to once again remember the names of the present group members. As a rule, when performing this exercise, emotional liberation of the training participants is also observed. Laughter and jokes bring people together and unite them.

Exercise 3. “Strengthening self-confidence”

Target: analysis of confident, uncertain and aggressive behavior, practicing skills of confident behavior.

Time spending: 20 minutes.

Materials: Table No. 1 “Characteristics of confident, insecure and aggressive behavior”

Presenter's address. “You have identified the weaknesses and strengths of your self-confidence, i.e. Using test tasks, they assessed themselves in a given situation. If self-esteem is higher or lower than real capabilities, self-confidence or self-doubt occurs, respectively. Self-doubt and self-confidence are often associated with negative emotional experiences that inhibit and distort the normal course of human mental development. One of the main ways to solve problems associated with the preservation of individuality and identity, with the protection and growth of a sense of self-worth, self-esteem, level of aspirations, as well as the preservation and strengthening of control over the environment that is significant for the subject, is aggressive behavior. A factor in the actualization of aggressive motivation is the lack of social experience of interaction.

Let's look at the characteristics of confident, insecure and aggressive behavior. To be self-confident means the ability to accurately define and express so that it does not affect the feelings of others, one’s desires, needs, feelings, experiences, and to speak about the behavior that one expects in a given situation from other people. A self-confident person knows how to build relationships with other people, what is called “on an equal footing,” regardless of the position they occupy, knows how to make a request to another person and, if necessary, politely refuse. A self-confident person knows that he has certain rights and is confident that society will support him in the fight for his rights. A self-confident person is convinced of the right to realize the needs of his “I” and knows the methods and forms of such realization. Naturally, this realization does not infringe on the needs of other people due to the fact that he does not need to worry about protecting his “I”.

An insecure person hides his desires and needs, holds back his feelings, never expressing them directly and directly - they only “break out” from time to time in the form of an unexpected explosion, for example, crying or screaming. It is difficult for a person who lacks self-confidence to say “no”; he avoids communicating with people who are above him in the social hierarchy, avoids situations that may, in his opinion, threaten his self-image, or more precisely, the preservation of his ideas about his own value. At the same time, the circle of such situations expands endlessly, since any case of disrespect or rudeness, even not addressed to him personally, is perceived as damaging to his “I”. An insecure person constantly feels the need to protect his “I”, to defend his rights, the rights of his personality, or to protect his “I” from encountering situations that may threaten him. He constantly feels that his capabilities are not enough to achieve success in such situations and thereby protect himself, that he does not have the necessary means and ways of behavior. Therefore, he constantly experiences excitement, anxiety, even fear. In addition, a person who lacks self-confidence constantly experiences a feeling of guilt or so-called “remorse.” This is a feeling of guilt before one’s own “I” for, let’s say, insufficient care of it, and a feeling of guilt before other people for the desire for self-affirmation, for the fulfillment of the needs of the “I”. Thus, the main problem of an insecure person is a lack of self-acceptance and self-love.

An aggressive person violates the rights of others through dominance, humiliation and insult. Aggression is not based on mature self-esteem and is an attempt to satisfy one’s needs at the expense of others’ self-esteem. Psychologically aggressive behavior is one of the main ways to solve problems associated with the preservation of individuality and identity, with the protection and growth of a sense of self-worth, self-esteem, level of aspirations, as well as maintaining and strengthening control over the environment that is significant for a person. Aggressive actions act as a means of achieving: any significant goal, a method of psychological release, a way to satisfy the need for self-realization and self-affirmation.

Thus, confident, insecure and aggressive behavior differ significantly from each other. Indicators of a particular behavior may include body posture, gestures, facial expression, eye contact, nonverbal speech characteristics, and the verbal content of the response.

The characteristics of confident, insecure and aggressive behavior can be summarized in the following table (see table No. 2).

Table No. 2 Characteristics of confident, insecure and aggressive behavior

Components of the situation	Aggressive behavior	Confident behavior	Uncertain behavior
Eye contact	Gaze directly into the eyes of the interlocutor	Sustained eye contact: looking into the partner’s eyes at the moment of presenting demands; do not look away when listening to objections	Lack of eye contact: look at your feet, at the ceiling, at your papers, but not at the eyes of your interlocutor
Communication distance	Minimal: the partner is constantly “stepped on”, invading his territory	Optimal: corresponds to the standards of official communication distance accepted in the given environment	The desire to increase: they “retreat” from the partner, they begin to speak from a very long distance
Gesticulation	Stormy: waving their arms, making noisy and chaotic movements, banging doors and hitting foreign objects	Corresponds to the meaning of what was said	Tense: trembling and chaotic movements, frantically shuffling papers, don’t know where to put their hands
	Screams, screams, threatening intonations. They don’t listen to the interlocutor at all, they don’t allow him to finish. Speak in short, choppy phrases	They speak loudly enough to be heard by the other person. Confident intonation. The interlocutor is listened to carefully	They speak quietly, haltingly, and try to shorten pauses in the conversation. The phrases are unjustifiably drawn out.
	Anger, rage	Calmness, confidence	Fear, anxiety, guilt
	Reproaches, threats, orders, insults	Informing about your rights, desires, intentions, actions	Excuses, apologies, explanations
Pronouns: "I", "WE"	Used in phrases containing threats and orders	Indicates the fact that I myself am behind this requirement	The indefinite form of the verb is used, speech is in the third person
	Not presented	Brief and clear	It is impossible to understand what exactly a person wants, since he does not talk about it
Rationale	Not given	Brief and clear	The rationale is unnecessarily long and confusing, filled with apologies and unnecessary explanations

Psychological workshop. Now we will transfer the acquired knowledge into practice. I ask you to make a list of “human rights” that are necessary to fulfill the needs of his “I” and strengthen self-confidence. We will work by brainstorming. Each of you will offer what you think is necessary, and I will write it down. Let's start!

(Everyone in a circle makes their proposals, which are recorded by the presenter).

Are you done? Now let’s compare our list of human rights with the one compiled by the American psychologist S. Kelly:

- the right to be alone;

- the right to be independent;

- the right to success;

- the right to be heard and taken seriously;

- the right to get what you pay for;

- the right to have rights, such as the right to act in a confident manner;

- the right to refuse a request without feeling guilty or selfish;

- the right to ask for what you want;

- the right to make mistakes and be responsible for them;

- the right not to be pushy.

The exercise of these very rights, S. Kelly believes, supports a person’s self-confidence.

I would like to point out that Kelly's list is largely written in terms of behavior, it is very specific and therefore testable. Let's return to our list. Let's evaluate it from this point of view and make the necessary corrections.

Presenter's address. “Now you know that you have rights, you know that you yourself, and only yourself, are responsible for their implementation. Give yourself the word that you will defend them, first of all, to yourself. And you will defend them in a simple way - behave in the situation as confident people behave.”

Exercise 4. “Performing sketches”

Target: practicing communication skills in a group, as well as mastering the skills of expressing and accepting feedback.

Time spending: 35 min.

Presenter's address. “As we have already found out, aggressive and insecure behavior leads to inappropriate behavior. Therefore, it is necessary to learn more flexible role behavior, i.e. have different interaction styles in your behavioral repertoire.

One of the important areas of human interaction is communication. In human communication, several communication styles have been identified. I will read out a description of each of these styles, and you try to imagine in your mind people with one or another communication style.

1. Soothing- a pleasing and agreeing person, constantly apologizing and trying at all costs not to cause disturbance. The appeaser feels useless and looks helpless.

2. Accuser-- the opposite of pacifying,
reproaches, provokes, considers others guilty. The accuser acts arrogantly and explains his shortcomings with objective reasons. Speaks in a loud, authoritative voice, the muscles of the face and body are tense.

3. Human Computer- an ultra-reasonable, calm, cold and collected person who avoids expressing feelings, demonstrating emotions and experiences. Speaks monotonously, abstractly, looks inflexible and tense.

4. Leading aside-- expresses irrelevant things
and puzzling judgments. Body postures seem awkward, intonation may not match the words.

Now I will need three group members to volunteer to participate in the exercise. Each volunteer chooses one of the communication styles described above. Volunteers, demonstrating a certain communicative style, engage in a discussion with each other on any topic. The rest of the group observes the interaction; This form of performing the exercise is called the “round aquarium”.

Recommendations for the presenter. After five minutes, observers are invited to comment on their perceptions of the discussion. Then the volunteers share with the group the impressions that arose in this situation. By experimenting with alternative modes of communication, participants can learn to approach each other in an appropriate and less defensive manner.

Then repeat the procedure with three new participants. Try to give each group member the opportunity to participate at least once.

Presenter's address. “Now let’s complicate the situation. The five members of our group will demonstrate different behaviors, taking on specific roles in a depicted interaction on a given topic, while the rest of the group observes. I will ask one participant to defend a position directly opposite to his own (for example, in life - a person with an accusing communication style will play the role of a person with a pacifying style); another - to support the dominant member of the discussion; third - try to change the topic of discussion; fourth - reject the ideas of the dominant participant; fifth, to act as a prosecutor.”

Recommendations for the presenter. The number of roles that can be taken depends only on your own imagination and the imagination of the group members. Continue this until everyone in the group has had a chance to participate in the skit.

Psychological commentary. A discussion among four, five, or more participants can provide the group with data to practice describing behavior without labeling or attributing motives.

"Managing Negative Emotions"

Purpose of the lesson: learning techniques for managing negative emotions, including anger and aggression.

Tasks:

- continuation of acquaintance between group members,

- stress relief,

- strengthening an active interaction style and self-analysis skills,

- continued self-disclosure and understanding of one’s relationship to others,

Role-playing life situations related to the problem of self-confidence,

- unity of group members.

Exercise 1. “Respecting yourself without offending others”

Target: training in tactful behavior.

Time spending: 20 minutes.

Presenter's address. “In today’s lesson we will talk about the negative emotions that we often experience in connection with a particular situation. Anger, anger, malice cost us very dearly. At first, we justify our breakdown, but when the passions subside, we, feeling guilty, repent. Then the feeling of shame goes away. So what remains? Only a painful aftertaste in the soul, pain and alienation. If we feel bitter too often, our bitterness affects our relationships with almost everyone around us. And if you are concerned about your hard-heartedness, tired of your own anger, want to restore relationships with others and find other ways to express your needs and desires, then you have to make a lot of effort. It is impossible to learn to manage your feelings of anger without acquiring certain skills. Real changes in well-being can be achieved by doing special exercises every day and mastering certain self-control techniques.

Now let me ask you this question: do you admit that someone close and dear to you could ever be hit? push away? prick? give a kick? bang your head against the wall? smear your face on the table? Of course, this is not physical, but moral. That is, with a look, words, intonation... (But some physically can do this without a twinge of conscience). And, what is most interesting, most people believe that this is quite acceptable, at least they themselves allow it. After all, he didn’t hit, he only said. And, without much thought, we can once hurt a close (especially distant) person with something (morally), crush (psychologically), destroy (morally), incinerate with a glance, torment with silence, torment with uncertainty, trample with direct speech, shoot epithets, and at the same time not consider oneself an executioner. After all, we do this not physically, but mentally. And at the same time, we know very well that it is no less painful, but rather even more. But this is exactly what suits us, we want to inject more painfully. And when we hear: “Killing you is not enough!” - we understand that this is not just a metaphor, this is all being done.

The hardest thing in communication is swearing. The swearing is aggressive and sluggish, with or without purpose, from morning to evening. Is it possible to live, for example, without swearing in the family? Is it possible to do without swearing at all? I'm sure it's possible. Indeed, just as any situation can be made “abusive,” so in any situation you can do without rudeness. We may be unhappy with each other, but we cannot argue. Everything that is said rudely can be said tactfully. For example, my wife put her boots on the radiator. The husband saw and said: “Are you thinking or not?!” Who puts wet boots on a radiator? They’ll dry out in no time, but I’m not a Rockefeller and I don’t want to buy new ones.” Do you think this is the beginning of a big quarrel? And here’s another option: “You put your boots on the radiator, in my opinion, you’re risking... - What is it?” - Yes, they write everywhere that if you want your shoes to serve you not for a month, but still longer, never dry them on a radiator. You just have to stuff newspapers inside, it’s better that way. - Sunny, won’t you do all this? - Fine". You can build your relationships with others by respecting yourself and not offending others.

Psychological workshop. Now let's practice mastering the skills of tactful behavior. (Address to the male half of the group): You come home hungry, look into the kitchen, and the table is pristinely clean. How do you approach your wife about dinner? The following options are possible:

Let's eat!

You will silently cook or heat up your own food, deliberately rattling the dishes to make your wife feel ashamed.

I'm so hungry, hungry... Do we have anything to eat there?

- Are you tired? Let me feed you!

(Address to the female half of the group): How will you contact your husband about going to the store?

Go to the shop. You need to buy (for example, bread, milk and salt).

Would you deign to tear yourself away from the TV and at least go buy some bread? You need to have a conscience, and not make a horse out of your wife...

Aren't you going to the store? I'd like to cook something tastier for dinner in the meantime...

Make your choice by imagining how you usually do it.

Recommendations for the presenter. Discuss this situation in a circle, asking the following questions: What is your choice? Why are you doing this? How does your wife (husband) feel about your choice? What happens next? Maybe she (-go) (wife, husband) has some wishes?

Presenter's address. “Now let’s take a critical look at our family: what pictures will appear? Do you find situations in them that involve swearing? What is swearing if not an ordinary fight? Are you participating in this fight? But let's first take a look at some everyday little things, at least at the way we talk to each other. Find yours - objections, ridicule, accusations. The funny thing is that this is presented even without irritation, as a norm of communication.”

Recommendations for the presenter. Discussion of this issue should be carried out, as always, in a circle. Let each member of the group remember some situation that characterizes unfriendly relationships (ridicule, teasing, injections, and just rudeness) in the family, at work, among friends, but which are considered quite normal, to which they are accustomed and do not pay attention. This discussion encourages self-reflection and provides an opportunity to reflect on one's role in such situations.

Target: working with unreacted emotions.

Time spending: 30 min.

Materials: Paper, colored pencils or markers.

Presenter's address. The importance of the ability not only to experience experiences, but to accurately understand and experience them consciously was first shown by the remarkable American psychologist and psychotherapist K. Rogers. He also pointed out that in this way we reliably protect ourselves from the destructive influence of unreacted emotions, the so-called “playing old records.” There are emotions, feelings, for example, anger, the socially acceptable expression of which is very difficult. There are others, for example, hatred, envy, which a person can suppress in himself, because they do not correspond to his idea of ​​\u200b\u200b“good”, that is, the idealized image that he strives to embody in himself. The value of K. Rogers’ discovery was precisely in the fact that he showed that there are no forbidden or “correct feelings”, all feelings belong to a person, all are important to him. Another thing is how he expresses them outwardly. Nonverbal forms of expressing emotions (facial expressions, gestures, breathing), let’s say, are “difficult to cultivate.” Restraining one's emotions, as we are often called upon to do, simply means that a person can slow down and not express them. But this does not lead to liberation from emotion. After all, the physiological systems that serve emotions have turned on and worked, but have not been completed.

If you couldn’t cope with your emotions, they were literally “tearing you apart,” try to postpone your reaction. Not forever. Just put it off. And after some time, when you realize it and understand how best to say about it, be sure to tell the person who offended you about it. Remember to describe your experiences and how you analyze them. Perhaps words from the usual list of emotions may not suit you: anger, despair, rage, fear, etc. Perhaps comparisons or metaphors will be more expressive for you.

Unreacted emotions can ultimately lead to psychological problems of various kinds. But you can fight this. And in this case, doing the “Mood” exercise will help us.

Psychological workshop The exercise should proceed as follows: sit at the table and take colored pencils or markers. In front of you is a blank sheet of paper. Draw any plot - lines, color spots, shapes. It is important to immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood.

Imagine that you are transferring your negative emotions (anger, anger, aggression, etc.) onto a piece of paper, trying to throw them out completely, to the end. Draw until the entire space of the sheet is filled and you feel calm.”

Recommendations for the presenter. Everyone draws for about 15 minutes. Your task is to observe the group members, control how emotions are reflected in their non-verbal behavior, in order to use this in further discussion.

Presenter's address. “Then turn the paper over and write a few words that reflect your mood. Don’t think too long; it is necessary that your words arise freely, without special control on your part. After you have drawn your mood and put it into words, with pleasure, emotionally tear up the piece of paper and throw it in the trash.”

Presenter's address. "All! Now you have gotten rid of your tense state! Your tension turned into a drawing and has already disappeared, like this unpleasant drawing for you. Now let's exchange impressions about the work done. Let each of you in a circle answer the questions: “What did I feel while doing this exercise?”, “What thoughts came into my head?”, “What is my mood now?”

Posted on Allbest.ru

...

Similar documents

The essence of human aggression from the point of view of philosophy, psychology, biology, religion. Factors contributing to aggression. Psychological characteristics of aggressive behavior in adolescents. Types of aggression according to Fromm and Bass. Spontaneous manifestations of aggressiveness.

course work, added 11/27/2010


Theories of the emergence of aggressive behavior. Definition of aggression and aggressiveness, classification of types of aggressive behavior. Causes of aggression in childhood. The role of the family in the emergence of a child’s aggressive behavior, prevention of its manifestation.

course work, added 08/16/2011


Analysis of the causes of criminal behavior. Psychodiagnostic study of convicts: individual psychological characteristics of the individual, characteristics of the level of aggression and empathy. Methods of psychocorrection to reduce the aggressive behavior of convicts.

thesis, added 05/12/2010


Psychological features of the manifestation of aggressive behavior in people. Aggressive drive: frustration and aggression. Reasons influencing the occurrence of aggression. Methods used to study aggressive behavior. Test for manifestation of aggression.

test, added 11/29/2010


Main characteristics of aggressive behavior, its features. An empirical study of the relationship between aggressive behavior and sociometric status in a group using methods for diagnosing interpersonal and intergroup relations and the tendency to aggression.

thesis, added 08/13/2011


Psychological training as a method of developing confident behavior during exams. Self-assessment of mental states according to Eysenck. Study of anxiety using the method of Spielberger and Khanin. The effectiveness of a test confidence training program.

thesis, added 01/20/2013


Concept and types of aggression. The causes of aggressive behavior and the influence of upbringing on its formation. Empirical study of gender characteristics of aggressive behavior of students in conflict situations: sample characteristics, research design and methods.

course work, added 01/30/2013


Causes of aggression, its forms and types. Analysis of adolescent aggression as a special type of aggression, different from adults. Diagnosis of predisposition to the development of aggressive behavior in adolescents. Methods of prevention and correction of aggressive behavior.

course work, added 04/10/2014


The concept of aggression in domestic and foreign psychology. Biological prerequisites for aggressive behavior, aggression as a reaction to frustration. Causes and manifestations of teenage aggression, empirical study of its influence on value orientations.

thesis, added 06/25/2011


The problem of aggression in the modern world. Theoretical aspects of socio-psychological prevention of aggressive behavior in adolescents. Analysis of psychological characteristics of adolescence. Concept, methods and forms of correction of aggressive behavior.

Municipal educational institution

"Secondary school No. 5"

A program of individual psychocorrectional assistance for aggressive children, using the example of 6th grade student S.

Developed by a history teacher

Parfenova Lyudmila Viktorovna.

Introduction

1.Diagnostic block.

2. Correction block.

3. Class schedule

Conclusion

Bibliography

Application

Introduction

We are faced with the task of creating a correctional and developmental program to eliminate childhood aggression.

Purpose of the program: reducing the student’s level of aggressiveness by relieving emotional stress, eliminating pathological response stereotypes, increasing self-esteem, accepting oneself and others.

Age of participants in individual lessons: 12 years.

Program objectives:

Eliminate uncontrollable feelings of anger and rage in the child;

Teach him to control his aggression, express dissatisfaction in an acceptable form;

Increase the child’s self-esteem, normalize the emotional state and develop a sense of empathy;

Reinforce positive communication behaviors: eliminate the child’s swearing and pugnacity.

Subject of psychocorrection: child's behavior.

Correction object: WITH.

Timing of the program: 11 classes are designed for 6 weeks. Two classes per week last 30-40 minutes. In total, the program requires 390 minutes or six and a half hours.

Methods used in the work:

brainstorm;

discussion;

dramatic performances;

role modeling;

discussion;

descriptions;

relaxation;

reflection.

Diagnostic methods:

observation,

survey,

testing,

interviewing.

Necessary materials and technical equipment for the lesson: paper, colored pencils, colored plasticine, dolls, toys, children's construction sets, a container of water, a cloth bag or paper bag.

Expected result:

improving the child’s psycho-emotional well-being;

awareness of one’s own individuality, acceptance of oneself as an individual who has his own portfolio and knows how to work on his shortcomings;

increasing tolerance towards others;

the ability to develop immunity to external negative influences;

stabilization of the emotional state and control of one’s own behavior in accordance with the situation.

In the behavior and development of children, behavioral disorders (aggression, short temper, passivity), developmental delays and various forms of childhood nervousness (neuropathy, neuroses, fears) are often encountered.

Complications of a child’s mental and personal development are usually caused by two factors: 1) errors in upbringing or 2) a certain immaturity, minimal damage to the nervous system. Often, both of these factors act simultaneously, since adults often underestimate or ignore (and sometimes do not know at all) those features of the child’s nervous system that underlie behavioral difficulties, and try to “correct” the child with various inadequate educational influences. It is therefore very important to be able to identify the true causes of a child’s behavior that worries parents and educators, and to outline appropriate ways of corrective work with him. To do this, it is necessary to clearly understand the symptoms of the above-mentioned disorders of the mental development of children, knowledge of which will allow the teacher, together with a psychologist, not only to correctly organize work with the child, but also to determine whether certain complications are developing into painful forms that require qualified medical care.

Corrective work with the child should begin as early as possible. Timeliness of psychological assistance is the main condition for its success and effectiveness.

Many children tend to be aggressive. Experiences and disappointments that seem small and insignificant to adults turn out to be very acute and difficult to bear for a child precisely because of the immaturity of his nervous system. Therefore, the most satisfactory solution for the child may be a physical reaction, especially if his ability to express himself is limited.

There are two most common causes of aggression in children. Firstly, the fear of being injured, offended, attacked, or damaged. The stronger the aggression, the stronger the fear behind it. Secondly, the insult experienced, or mental trauma, or the attack itself. Very often, fear is generated by disrupted social relationships between the child and the adults around him.

Physical aggression can be expressed both in fights and in the form of a destructive attitude towards things. Children tear up books, scatter and destroy toys, break necessary things, and set fires. Sometimes aggressiveness and destructiveness coincide, and then the child throws toys at other children or adults. In any case, such behavior is motivated by the need for attention, some dramatic events.

Aggression does not necessarily manifest itself in physical actions. Some children are prone to what is called verbal aggression(insulting, teasing, swearing), which is often backed by an unsatisfied need to feel strong or to get even for one’s own grievances.

Sometimes children swear completely innocently, not understanding the meaning of the words. In other cases, a child, not understanding the meaning of a swear word, uses it, wanting to upset adults or annoy someone. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: a child has fallen, hurt himself, been teased or touched. In this case, it is useful for the child to give an alternative to swearing - words that can be pronounced with feeling as a release ("fir-trees, sticks", "go to hell").

How to work with children who show the forms of aggressiveness described above? If the psychologist comes to the conclusion that the child’s aggression is not painful and does not suggest a more severe mental disorder, then the general tactic of work is to gradually teach the child to express his displeasure in socially acceptable forms. The main ways of working to overcome children's aggressiveness are discussed in detail by D. Lashley (1991). This is not a specific program, but a tactic of adult behavior that can ultimately lead to the elimination of unwanted forms of child behavior. Constancy and consistency in the implementation of the type of behavior chosen by adults towards the child are important.

The first step on this path is an attempt to restrain the child’s aggressive impulses immediately before they manifest themselves. This is easier to do with physical aggression than with verbal aggression. You can stop the child by shouting, distract him with a toy or some activity, or create a physical obstacle to an aggressive act (take your hand away, hold him by the shoulders). If the act of aggression could not be prevented, it is imperative to show the child that such behavior is absolutely unacceptable. A child who displays an aggressive behavior is subjected to severe condemnation, while his “victim” is surrounded by increased attention and care from an adult. This situation can clearly show the child that he himself only loses from such actions.

1. Diagnostic block.

Any violation originates from a specific situation. The child does not suddenly become aggressive. It is the environment that provokes the child; if there is one thing he lacks, it is the ability to cope with an environment that arouses in him feelings of fear and anger. He does not know how to cope with the feelings that this unfriendly environment generates in him. When a child pesters someone, he does it because he doesn't know what else he can do; he expresses his feelings in the only way he chooses. He does the only thing he can imagine to continue the fight for survival in his world.
Analyzing aggression as a personality trait, American psychologists working with children have developed the following diagnostic criteria that allow us to talk about the presence of this trait in a child to one degree or another:
- often lose control of themselves,
- often argue and quarrel with children and adults,
- deliberately irritate adults by refusing to fulfill their requests,
- often blame others for their “wrong” behavior and mistakes,
-envious and suspicious
- often get angry and resort to fights.
As a rule, aggressive children have a high level of anxiety, inadequate self-esteem, often low, and feel rejected.
Consequently, the strategy of correctional work should be aimed at removing destructive elements of behavior, increasing self-esteem, and teaching the child ways to manage his anger. But initially it is necessary to establish a trusting relationship with the child.
It is possible to begin the development and implementation of a correctional and developmental program only when a psychological diagnosis of the child has been carried out. To determine the level of aggressiveness of schoolchildren, you can use the Bass-Darka method and the Wagner hand test.

I propose to carry out a diagnostic cut at the beginning of work using the following methods:

Diagnostics of persistent personal qualities (“Tree” by Koch, “Non-existent animal”, “Personality Questionnaire” by Cattell, “Projections in Images”, “Freiburg Aggression Questionnaire”, “HAND” test).

Diagnosis of the emotional state (“CTO” by Luscher, “Personal Anxiety Scale” by Spielberger, “T&D” - methodology).

Determination of temperament characteristics (Eysenck's technique).

Study of the child’s motivational sphere (“Achievement Needs Assessment Scale”, “Value Orientations” by M. Rokeach, “Determination of Personality Direction” by Bas, “Self-Esteem Scale” by Rogers).

Study of social contacts (“Sociometric forecast” by Kogan, “Determination of the level of interpersonal relationships of a child” by Rene-Gilles).

The effectiveness of work in a group is monitored at each stage of activity and at each new age stage using the above methods according to the following parameters:

performance;

cognitive activity;

mood;

anxiety;

• aggression;

  self-esteem;

  communication skills.

S. studies in the 6th grade, showing himself not at his best: he did not always respond adequately to the requests of an adult (he pretended not to hear, did not carry out and talked himself out of various assignments). often argued, quarreled with children and adults, deliberately irritated adults, refusing to fulfill their requests,
often blamed others for his “wrong” behavior and mistakes, and often got angry. .
When performing independent tasks, he often made mistakes and could simply sit and do nothing. Relationships with peers are poor (he himself does not go to meetings and refuses help). He is reluctant to communicate in class among his classmates. Based on test results when studying interpersonal relationships in the classroom. S. fell into the “rejected” category. The position of the parents is not entirely clear, since at first they responded outwardly to the teacher’s requests adequately (they agreed and were ready to cooperate), which did not lead them to take any action.

Diagnosis of a child.

The survey can be conducted in a group or individually. In the latter case, it can be used as a basis for a conversation about the characteristics of the student’s relationship with the class.

Questionnaire to assess the attractiveness of a class team

1. How would you rate your class membership?

a) I feel like a member of the class, part of the team;

b) I participate in most activities;

c) I participate in some types of activities and do not participate in others;

d) I don’t feel like I’m a member of a team;

e) I study without communicating with other children in the class;

f) I don’t know, I find it difficult to answer.+

2. Would you move to another class if the opportunity presented itself?

a) Yes, I would really like to go;

b) More likely to move than to stay;

c) I don’t see any difference;+

d) Most likely, he would have remained in his class;

e) I would really like to stay in my class;

f) I don’t know, it’s hard to say.

3. What are the relationships between students in your class?

c) About the same as in most classes;

e) Worse than in any class;+

e) I don't know.

4. What is the relationship between students and the teacher (class teacher)?

a) Better than in any other class;

b) Better than most classes;

c) About the same as most classes;+

d) Worse than in most classes;

e) Worse than in any class;

e) I don't know.

5. What is the attitude of students towards learning in class?

a) Better than any other class;

b) Better than most classes;

c) About the same as in most classes;+

d) Worse than in most classes;

e) Worse than in any class;

e) I don't know.

Processing the results.

All points received by the child for each answer are summed up and interpreted as follows:

25-18 points – a cool team is very attractive for a child. The atmosphere inside the class completely satisfies the child. He values ​​​​his relationships with the rest of the children of the team.

17-12 points – the child is well adapted to the class team. The atmosphere of the relationship is comfortable and favorable for him. The class team is valuable for the child.

11-6 points – the child’s neutral attitude towards the team indicates the presence of certain favorable areas of relationships that uncomfortably affect the student’s sense of his own position in the class. There is a clear desire to either move away from the team or change one’s attitude within it.

5 or less points - negative attitude towards class. Dissatisfaction with one's position and role in it. Disadaptation in its structure is possible.

S. scores 10 points.

Test "Nonverbal classification"

This technique is aimed at studying verbal and logical thinking. The stimulus material of this test consists of 20 pictures of objects belonging to two classes of concepts that are similar in meaning, for example, clothes and shoes, etc. In this case, I used pictures of 10 domestic and 10 wild animals.

Instructions

“Look carefully at what I will do” - after this the instruction is interrupted, and the adult begins to distribute the pictures into two groups, without explaining the principle of this systematization. After the adult has laid out 3 pictures, he gives them to the child with the words: “Now lay out the cards further, doing the same as I did.”

Carrying out the test.

The time spent on completing the task is 6 minutes. S. made 3 mistakes during execution.

Analysis.

S. was in a hurry when completing the task. When I asked not to rush, I tried to be more attentive, but after 2-3 minutes everything happened again.

Based on the data obtained, we can say that S. has an average level of intellectual development.

S. is quite impulsive in his actions.

Test "Non-existent animal". At the first stage of work, it is necessary to offer safe forms of activity in order to establish a relationship of trust, for example, the drawing “Non-existent animal” - a projective technique that allows you to identify the characteristics of a child’s personality (Romanova, p. 188);
This technique is aimed at studying the personality of children. Can be used with children aged 5 years and older.

Instructions

“Draw a non-existent animal, that is, one that does not exist in real life.”

Carrying out

The child is offered a sheet of white paper and a simple pencil. If the child does not quite understand the wording “Non-existent animal,” then the adult clarifies: “This is an animal that does not exist in ordinary life, it is not in fairy tales, it should not be an extinct animal. This animal exists only in your imagination."

Once the child has finished drawing, he can be asked to answer some questions:

What is the name of this animal?

Who does it live with?

Who is he friends with?

What does it eat?

The answers are recorded.

Analysis of results

The location on a piece of paper speaks of the child’s self-confidence, but not idealization, his desire to prove himself, to receive encouragement, high praise, but not at any cost.

High nervous tension, anxiety and aggression may be due to the fact that the child cannot evaluate himself or create a holistic image of himself. His self-image is constantly changing, and therefore his behavior and the nature of his communication are changing. A large picture placed downwards may also indicate that the subject is confident in himself, in his abilities, but is afraid or does not want to show this confidence. These are, as a rule, children from not very prosperous families, in which they are not cared for, are not loved, and are often punished.

The predominance of horizontal lines in the drawing indicates self-doubt and high anxiety.

The drawn claws and teeth indicate aggressiveness.

The image of winged animals may be associated with the child’s desire to get out of an unpleasant situation in the family or in a peer group.

What is the name of this animal? Dragon.

Who does it live with? He lives in a cave of gold

Who is he friends with? With people like him.

What does it eat? Meat and fruits.

S. Rosenzweig's drawing association test“Methodology for studying frustration reactions” (children’s version of the test for children 6-12 years old) - 24 pictures with images of people interacting with each other (Platonova, p. 96);
The task is to come up with as many different behavior options as possible that are possible in the situation depicted in the picture, and also to come up with a continuation story to the picture depending on the chosen behavior.
The goal is to enable the child to express his personal characteristics (anger and aggression in an acceptable form), to give him the opportunity to see different behavior options through the stories of other children, and also to monitor the consequences of the chosen behavior. .

Analysis of results

In S., the number of aggressive reactions clearly dominates the number of non-aggressive ones (15 aggressive, and 9 non-aggressive), it is concluded that this subject has a clearly expressed motive for aggressiveness (see appendix)

Test "Eysenck Questionnaire".

The test is aimed at studying three individual qualities of a child - introversion - extroversion, neuroticism and deceit.

Stimulus material: 60 questions and answer sheet

Instructions:

Listen to me carefully. Now I will read you questions to which you must answer only “yes” or “no.” In front of you lies a sheet on which the question numbers are written and two columns are drawn. You must put a cross in the first column if you want to answer “yes” to this question. If you do not agree and want to answer “no,” then put a cross in the second column. Try to answer quickly, but be very careful.

Carrying out the test

The key to processing the children's version of the Eysenck questionnaire.

	Question no.
Extraversion	1,3,9,11,14,17,19,22,25,27, 30,35,38,41,43,46,49,53,57
Neuroticism	2,5,7,10,13,15,18,21,23,26, 29,31,34,37,39,42,45,47,50,
Tendency to insincerity		4,12,20,32,36,40,48

Analysis of results

On the intra-extroversion scale – 14 points.

14 is more than 12, which means an extrovert

Extroverted children are characterized by a desire to communicate. They are open and friendly, usually confident that other people treat them well. This helps to establish communication with any person and make many friends. These children are characterized by impulsiveness and active behavior.

On the neuroticism scale – 14 points

A subject who scores more than 12 points on the neuroticism scale is emotionally unstable. They cannot cope with their negative emotions - resentment, anxiety, which can turn into anger, aggression, vindictiveness. At the same time, a kind word and a smile can remove this outburst and quickly put them in a good mood.

On the scale of deceit - 5 points

Help, together with student ... children with ZPR: organization individual and group classes in class correctional and developmental education. Benefit for teachers initial classes ...

Ocean of Relationships Program for developing attitudes towards a healthy lifestyle in older adolescents (for special (correctional) educational institutions of the VIII type)

Explanatory note

From students comes out of class, the rest record their speech on record player ( aggressively sounding or... developed both for preschool and school age and are easily adapted in accordance with individual features children ...

Prevention of cruelty and aggression in adolescents and ways to overcome it

Document

Only students, but even teachers). Intimidation: Based on use very aggressive ... psychocorrectional events. Psychocorrectional Events. Examples such technologies can serve Western and domestic school programs ...

"SOCIETY FOR HELPING AUTIC CHILDREN "DOBRO"

Guidelines

In any of its manifestations. In autistic children on common to everyone individual character traits, personality are superimposed... participation in psychocorrectional the process and possible forms of such participation; 3) Help parents in behavior change on basis...

(15 hours)

Lesson No. 1 (1 hour 30 minutes)

Preparatory stage (30 min).

Goals:

establishing contact with a teenager, inducing a desire to interact, relieving anxiety, increasing the teenager’s self-confidence;

formation of a desire to cooperate with a psychologist and change something in one’s life, formation by a psychologist of a correctional program, search for ways to solve the problem.

Conversation-interview with a teenager, identifying the depth of the problem;

Collecting information about the student;

Diagnostic stage (60 minutes)

Goals:

identification of risk factors;

Test “Learning motivation” (author G.A. Karpova). (20 minutes)

Goal: identifying the interests of a teenager.

Test “Analysis of family anxiety” (E.G. Eidemiller) (40 min)

Goal: determining the level of emotional contact between a teenager and family members.

Lesson No. 2 (1 hour 30 minutes)

Continuation of psychodiagnostics (1 hour 30 min)

Family Sociogram Test” (author E. G. Eidemiller) (10 min.)

Goal: identifying family interpersonal relationships.

Test “What do people strive for in life” (20 min)

Purpose: measuring the value orientation of a teenager.

Test “Aggression” (30 min)

Purpose: determining the emotional state.

Self-assessment (30 min)

Purpose: to study the degree of adequacy of a teenager’s assessment of himself and self-acceptance.

Lesson No. 3 (1 hour 30 minutes)

Continuation of diagnostic work.

Goals:

diagnostics of personality development features;

identification of risk factors;

formation of a general program of psychocorrectional work.

Purpose: determining the level of intellectual development of the student.

“RESIN” test (30 min)

Goal: identifying the personality type of a teenager, his characterological characteristics.

Smisek test (30 min)

Goal: determining the type of character accentuation.

Lesson No. 4 (1 hour 30 minutes)

Lesson on the topic: Conflict

Target:

introduction to the concept of “conflict”, awareness of one’s own conflict, gaining experience in active struggle.

Props:

printout - memo “Methods of conflict resolution”;

cards with conflict situations;

Sharing is a conversation about internal experiences, well-being, emotions, etc.

cards with the image of a salt shaker and a table, a fork and a spoon, a desk and a pencil case.

1. Line about well-being, about mood. (10 min)

2. Emotional warm-up:

Exercise “Molecule” (20 min)

Instructions: The teenager is asked to move around the room with his eyes closed to the beat of the music, listening to his inner experiences.

3. Main part.

Conversation with a teenager on the concept of “Conflict” 15 min.):

As soon as a person begins to take his first steps in the world of people, conflicts enter his life. Remember your conflicts in early childhood, at this time at home or earlier in kindergarten. What is a conflict? Where does it start?Conflictis a relationship between two or more people in which one, both, or more of them feel anger and believe that the other party is to blame. Conflict arises when people convey feelings to each other in an incorrect manner. Everyone defends their opinion without listening to the other person.

The task: to find mutual understanding. Conflict occurs when another person's feelings are hurt.

– How does the conflict unfold?

– What could it lead to?

– What behavior do people exhibit in conflict situations?

– Is it possible to avoid conflict?

Exercise “Conflict of hands” (10 min)

Instructions: The teenager is asked to close his eyes, focus on his hands and put his energy into them. Without saying anything, having become acquainted with the hands of the person sitting next to you, fight with him, first jokingly, and then beat them, putting force into them, make peace with your hands, say goodbye, open your eyes.

Reflection:

– Tell us what happened to you at different moments of “communication” with someone else’s hands.

– What did you experience at the time of the quarrel and struggle? Did you feel it?

– What did you want to do? Do you like to conflict with anyone?

Exercise “In the land of things” (20 min)

Instructions: It is necessary to understand conflict situations, mentally taking on the role of one or another object (cards: table and salt shaker, fork and spoon, desk and pencil case)

Reflection:

– In which role were you more comfortable? Why?

Exercise “Finish the sentence”

– Conflict is bad because...

– Conflict is good because...

Conclusion: Conflicts are useful if you can resolve them constructively.

Conversation with a teenager about whether he knows how to resolve conflict? If yes, what methods does he use?

Analysis of conflict situations (by cards)

4. Conclusion.

Reflection (15 min)

– What new did you learn in class today?

– Was it useful to you?

– What did you understand, what conclusions were you able to draw?

– What will you use in life that you learned today? Are there such moments?

Lesson No. 5 (1 hour 30 minutes)

Lesson on topic: Stress

Goals:

formation of the concept of stress, its causes, ways to combat this phenomenon;

development of individual psychotechnics for modification, easing of stressful experiences.

Props: paper cup, paper and writing utensils.

1. Line about mood. (10 min)

2. Emotional warm-up:

Exercise “Focus” (10 min)

Instructions: The teenager is asked to sit comfortably in a chair. When giving yourself commands, you should focus on a certain area of ​​your body and feel its warmth. For example, on the command “Heat!” you need to focus on your body, at the command “Hand” - on your right hand, “Brush!” - on the right hand, “Finger!” - on the index finger of the right hand and, finally, at the command “Fingertip!” - on the tip of the index finger of the right hand. Commands should be given to yourself at intervals of 10-12 seconds.

3. Main part

Exercise “Glass” (30 min)

Instructions: The psychologist places a soft disposable glass on his palm and says: “Imagine that this glass is a vessel for your innermost feelings, desires, thoughts. In it you can put what is really important and valuable to you, this is what you love and what you value very much.” For several minutes, silence reigns in the room, and suddenly this moment the psychologist crushes this glass. Then work is carried out with the emotional reactions that have arisen in the teenager. It is important to discuss how the teenager felt and what he wanted to do.

– When can a person have the same feelings?

– Who controls them?

– Where do they go afterwards?

– What you have experienced now is real stress, this is real tension, and the way you experienced it is your real reaction to stress, your reaction to the problems that arise for you, including in communicating with other people.

– The psychologist introduces the concepts of stages of stress: adaptation, depletion of vital energy - internal (emotional internal state - anger, fear) and external stressors (cold, noise).

Exercise “Life and Death” (25 min)

Instructions: The teenager is offered 2 sheets of paper. On one he writes “life”, on the other “death”. The psychologist invites the teenager to think and decide to which of the people around him he would give his pieces of paper with these notes?

Reflection:

– Why would you give “life” to this person, and “death” to this person?

– Why did you decide to keep them now? What did you understand?

– How did you feel now?

– How do you understand what “positive” thinking is?

A person needs it to manage stress. How to cope with stress?

– The teenager is invited to master dynamic meditation (in 5 stages) to manage stress:

Stand up straight and relax your body as much as possible. Breathe through your nose as deeply as possible. There is no need to work like a pump; breathing should be chaotic and fast enough. Concentrate on your own breathing. At the same time, the body may begin to move - do not disturb it. The movements can be anything.

Now you must become “crazy.” You can do anything - scream, jump, shake, dance, laugh, cry. Don't control yourself! On the contrary, try to strengthen what you want to do. Do everything as energetically as possible, try to turn into a solid bundle of energy.

Stand up straight and raise your arms up. Start shouting the sound “Ha”. At the same time, you should have the feeling that the sound is sharply falling into the lower abdomen. While screaming, try to throw out all the negative emotions from yourself, throw out everything that gets in the way, exhaust yourself to the bottom. Do this as energetically as possible.

Stop suddenly. Freeze in this position you find yourself in. Stay still. Listen to what is happening inside you. Don’t try to discover anything unusual in yourself, but simply become an outside observer.

Start dancing, spinning, humming lightly. Feel the grace and liberation.

4. Conclusion.

Reflection (15 min)

– What useful things did you learn today?

– What conclusions did you draw?

–

Lesson No. 6 (1 hour 30 minutes)

Lesson on topic: Overcoming shyness and uncertainty

Goals:

Gaining experience in overcoming shyness and uncertainty;

Props: paper, colored pencils and writing utensils.

2. Filling out the form:

Continue the sentences:

- I feel ashamed when I...

I get scared when...

I worry when...

I'm not sure when...

I'm embarrassed when...

3. Main part

Exercise “My emotions” (10 min)

Instructions: Invite your child to depict the negative emotions that he often experiences (fear, shame, horror, uncertainty, shyness). It is very good if the child plays it out, showing it not only with gestures, facial expressions, but with his voice.

Exercise " Self-portrait ” (25 min)

Instructions: Invite your child to draw a portrait of himself and describe him in a positive way. Let the child describe this portrait again, but from the perspective of another person. For example, “This portrait shows a boy who...”

Exercise " Talking on the phone " (15 minutes)

Instructions: Give the child the handset of an imaginary telephone and invite him to talk with an imaginary interlocutor with different emotional tones of the conversation: angry, affectionate, rude, assertive, gentle, heartfelt, etc.

Exercise " Fairytale magic ” (25 min)

Instructions: Name your child a fairy-tale character with negative character traits, and let the child come up with a fairy tale in which this character becomes a positive hero.

Exercise " Diary ” (25 min)

Instructions: Teach your child to write down experiences and events associated with him. Let your child re-read them from time to time. Over time, some situations seem absurd, even funny to us.

4. Conclusion.

Reflection (15 min)

– What useful things did you learn today?

– What conclusions did you draw?

– What exactly will you use in life?

Memo for parents No. 1

Never emphasize out loud your child’s character trait as shyness.

· Do not demonstrate this character trait to strangers.

· Remember that educators often associate shyness with poor school performance.

· Encourage your child to play with children who are younger than him in age. This gives him confidence in his abilities.

· If you choose to be in the company of younger children, do not allow yourself to make fun of him about this, and do not interfere with him.

· Do not put your child in awkward situations, especially when meeting strangers or in large crowds.

· Instill confidence in your child. Instead of the words “I’m so afraid for you,” let the words sound better: “I’m confident in you.”

· Criticize your child as little as possible. Look for every opportunity to show his positive sides.

· Encourage your child to communicate with other children, invite them to your home.

· Do not compare your child and his character qualities with the character qualities of the children you have at home.

· Allow your child to take the initiative in overcoming shyness, notice it and evaluate it in a timely manner.

Memo for parents No. 2

Dear fathers and mothers! Your child is insecure. He needs your help and support. Here are some rules that you should follow.

Praise your child for achievements that were achieved through hard work and perseverance.

Blame not the child, but his unworthy actions.

Set feasible goals for your child and evaluate their achievement.

Do not ignore any child’s efforts to overcome self-doubt.

Do not prevent your child from making mistakes, do not replace his life experience with yours.

Do not instill in your child fear and apprehension towards yourself.

Ask your child if he doesn't tell you anything; do it tactfully and warmly.

Rejoice in his victories over yourself.

Be there for him if he needs it!

Lesson No. 7 (1 hour 30 minutes)

Lesson on the topic: Self-esteem

Goals:

Define the concepts of “self-awareness” and “self-esteem.”

formation of adequate self-esteem of a junior schoolchild.

Props: paper and writing utensils.

1. Conversation-interview with a teenager, identifying the depth of the problem.(10 min).

2. Diagnostic stage:

Methodology "MEDOS" (20 minutes)

Target : to study the manifestation of the properties of self-awareness.
The experiment is carried out on the basis of a conversation in which the child is asked to answer a series of questions.
Material : list of statements, form for recording answers.
List of statements:
Wanna be too small
Do you consider yourself ugly
Do you consider yourself unhealthy?
Do you consider yourself weaker than others?
Do you think that you are stupider than others?
Do you consider yourself not very capable?
Do you think that you are often unlucky?
Do you think that everything is going well for you, that you can’t do anything?
Do you think you're a bad boy (girl)
You think that no one needs you, no one loves you, and they often talk about it.

“Ladder” technique (25 min)

Target : to determine the features of self-esteem of younger schoolchildren and ideas about how other people evaluate him (the cognitive component of self-esteem).

Experience is performed on the basis of a projective technique, in which the child is asked to choose his place on the ladder and the place where his parents would put him, and also argue why he thinks so.
Material : models of two people (a boy and a girl), a model of a ladder, a sheet of paper for recording the child’s arguments.

The child is asked to mentally seat the children on the ladder lying in front of him. “At the same time, at the very top step there will be the best children, below - simply good, and then - average, but still good children. Bad children are distributed accordingly. After this, the child is given a figurine of a man and the experimenter asks to place this figurine on the step that the child himself, in his opinion, corresponds to. Then the child is asked to place the figurine on the step where, in his opinion, his mother would put him.
As the child answers, the psychologist records the named positions and how the child argues for these positions.

3. Main part

Exercise “ Finish the sentence " (15 minutes)

Instructions: We invite the child to complete each of the sentences.

I want...
I can...
I can...
I will achieve...
You can ask the child to explain this or that answer.

Exercise " I'm in the future ” (25 min)

Instructions: The child must draw himself as he wants to be in the future. When discussing a drawing with your child, ask what he will look like, what he will feel, what his relationship will be with his parents, other adults, peers, brother or sister.

4. Conclusion.

Reflection (15 min)

– What useful things did you learn today?

– What conclusions did you draw?

– What exactly will you use in life?

Lesson No. 8 (1 hour 30 minutes)

Lesson on the topic: Development of communication skills
Goal: awareness of the reasons for choosing a model of behavior in various situations.

EXERCISE “PRESENTATION OF GEPOEB” (from 15 min to 30 min)

Goal: Developing the ability to understand oneself and other people by behavior.

Contents: The teenager is asked to remember the heroes of the fairy tale about Winnie the Pooh and characterize them. The characteristics are written on the board.

Piglet is dependent and lacks self-confidence and does not know how to resist influence.

The rabbit actively imposes its point of view on others, believes that it knows everything, and demands submission.

Eeyore does not believe in his own strength, expects failure, and looks at the world pessimistically.

It may turn out that the child has not read the fairy tale or seen the cartoon about Winnie the Pooh. This must be provided for and before the exercise, show them fragments of the cartoon “Winnie the Pooh is Coming to Visit” and “Eeyore’s Birthday”.

EXERCISE “Problems of Heroes” (20 minutes)

Goal: Developing skills to cope with behavior problems

Contents: The teenager is asked to think and voice what Piglet, Rabbit and Eeyore need to change in themselves. The following is a discussion of how heroes need to implement these recommendations.

Piglet needs to learn to say “No” and defend his point of view. The Rabbit should learn to ask and accept refusal.

The donkey needs to believe in his own strength and learn to resolve situations.

EXERCISE “EARS...... NOSE” (20 minutes)

Goal: Developing the ability to remain calm in a stressful situation.

Contents: The presenter tells how important it is to remain calm in a situation where someone is shouting, blaming, or insulting a person, how useful it is sometimes not to become infected by someone else’s aggression and not to respond to a scream with a scream. You can suggest recalling situations when they were infected by someone else’s aggression in conflicts.

What came of it? To prevent conflicts from turning into hostility, you need to be able to internally distance yourself from a stressful situation and tune in to a constructive resolution.

one will be Piglet, the second will be Rabbit. The rabbit screams and accuses, Piglet is very afraid of this, he needs to learn to take a blow. His task is not to listen to the Rabbit, but to observe the movements of the tips of his ears or nose and remember his thoughts and feelings that arise at this time.

The exercise is given two minutes, then the participants change roles.

After completing the task, a discussion (Reflection) follows (10 minutes)

What feelings did the partners in the roles experience? Was it difficult to complete the task and why? What needs to be done to stop the Rabbit's attacks? .

EXERCISE “SIT AS YOU SIT...” (5 minutes)

Goal: Relieving emotional stress.

Content: The teenager is invited to sit on his chair as if he were sitting: a king, a chicken on a roost, a police chief, a criminal under interrogation, a judge, a giraffe, a little mouse, an elephant, a pilot, a butterfly, etc.

General reflection (5-10 minutes)

Lesson No. 9 (1 hour 30 minutes)

Class

Basic principles of drawing up psychocorrection programs

When drawing up various types of correctional programs, it is necessary to rely on the following principles:

1. The principle of systematic correctional, preventive and developmental tasks.

2. The principle of unity of correction and diagnosis.

3. The principle of priority of correction of the causal type

4. Activity principle of correction.

5. The principle of taking into account the age-psychological and individual characteristics of the client.

6. The principle of comprehensiveness of methods of psychological influence.

7. The principle of actively involving the immediate social environment in participation in the correctional program.

8. The principle of relying on different levels of organization of mental processes.

9. The principle of programmed training.

10. The principle of increasing complexity.

11. The principle of taking into account the volume and degree of variety of material.

12. The principle of taking into account the emotional complexity of the material.

1. Systemic principle of correctional, preventive and developmental tasks. This principle indicates the need for the presence of three types of tasks in any correctional program: corrective, preventive and developmental. It reflects the interconnectedness and heterochronicity (unevenness) of the development of various aspects of the child’s personality. In other words, each child is at different levels of development: at a level of well-being corresponding to the norm of development; at the risk level - this means that there is a threat of potential development difficulties; and at the level of actual development difficulties, objectively expressed in various kinds of deviations from the normative course of development. Finds here

reflection of the law of uneven development. Delays and deviations in the development of certain aspects of personal development naturally lead to difficulties and deviations in the development of the child’s intelligence and vice versa. For example, the underdevelopment of educational and cognitive motives and needs most likely lead to a lag in the development of logical operational intelligence. Therefore, when determining the goals and objectives of a correctional and developmental program, one cannot limit oneself only to today’s current problems and momentary difficulties in the child’s development, but must be based on the immediate development forecast.

Preventive measures taken in a timely manner make it possible to avoid various types of developmental deviations, and thereby avoid special corrective measures. Interdependence in the development of various aspects of the child’s psyche makes it possible to significantly optimize development by intensifying the strengths of the child’s personality through a compensation mechanism. In addition, any program of psychological influence on a child must be is aimed not only at correcting deviations in development, at preventing them, but also at creating favorable conditions for the fullest realization of the potential possibilities of harmonious development of the individual.

Thus, the goals and objectives of any correctional and developmental program should be formulated as a system of tasks at three levels:

correctional- correction of deviations and developmental disorders, resolution of developmental difficulties;

preventive- prevention of deviations and difficulties in development;

developing- optimization, stimulation, enrichment of development content.

Only the unity of the listed types of tasks can ensure the success and effectiveness of correctional and developmental programs.

2. The principle of unity of correction and diagnosis. This principle reflects the integrity of the process of providing psychological assistance in the development of the client as a special type of activity of a practical psychologist.

3. The principle of priority of correction of the causal type. Depending on the direction, two types of correction are distinguished: 1) symptomatic and 2) causal (causal).

Symptomatic correction is aimed at overcoming the external side of developmental difficulties, external signs, and symptoms of these difficulties. On the contrary, correction causal type involves eliminating and leveling the causes that give rise to these very problems and deviations in the client’s development. It is obvious that only eliminating the causes underlying developmental disorders can provide the most complete solution to the problems caused by them.

Working with symptoms, no matter how successful it may be, will not completely resolve the difficulties experienced by the client.

An illustrative example in this regard is the correction of fears in children. The use of drawing therapy has a significant effect in overcoming the symptoms of fear in children. However, in cases where the causes of fears and phobias in children lie in the system of parent-child relationships and are associated, for example, with the emotional rejection of the child by parents and his deep-seated affective experiences, the isolated use of the method of drawing therapy, which is not associated with work on optimizing the parental position , gives only an unstable, short-term effect.

Having freed your child from the fear of the dark and the reluctance to be alone in the room, after a while you can get the same child as a client, but with a new fear, for example, heights. Only successful psychocorrectional work with the reasons that cause fears and phobias (in this case, work to optimize child-parent relationships) will avoid reproducing the symptoms of dysfunctional development.

The principle of priority of correction causal type means that the priority goal of corrective measures should be to eliminate reasons difficulties and deviations in the client’s development.

4. Activity principle of correction. The theoretical basis for the formulation of this principle is the theory of mental development of the child, developed in the works of A.N. Leontyeva, D.B. Elkonin, the central point of which is the position on the role of activity in the mental development of the child. The activity principle of correction determines the tactics of carrying out correction work, the ways and means of achieving the set goals.

5. The principle of taking into account the age-psychological and individual characteristics of the client. The principle of taking into account age-psychological

and individual characteristics of the client coordinates the requirements for compliance with the course

mental and personal development of the client to normative development, on the one hand,

and recognition of the indisputable fact of the uniqueness and uniqueness of a particular path

personality development - on the other. Normative development should be understood as

sequence of successive ages, age stages of ontogenetic development.

Taking into account the individual psychological characteristics of the individual allows us to outline, within the age norm, a development optimization program for each specific client with his individuality, affirming the client’s right to choose his own independent path.

A correctional program can in no way be an average, impersonal or unified program. On the contrary, by optimizing developmental conditions and providing the child with opportunities for adequate broad orientation in a problem situation, it creates maximum opportunities for individualizing the client’s development path and asserting his “self.”

6. The principle of comprehensiveness of methods of psychological influence. The principle of comprehensiveness of methods of psychological influence, being one of the most transparent and obvious principles for constructing correctional and developmental programs, affirms the need to use the entire variety of methods, techniques and techniques from the arsenal of practical psychology.

It is known that most of the methods widely used in practice were developed in foreign psychology on the theoretical foundations of psychoanalysis, behaviorism, humanistic psychology, Gestalt psychology and other scientific schools; they are very different and have contradictory interpretations of the patterns of mental development. However, not a single method, not a single technique is the inalienable property of a particular theory. Critically rethought and adopted, these methods represent a powerful tool for providing effective psychological assistance to clients with a wide variety of problems.

7. The principle of actively involving the immediate social environment in participation in the correctional program. The principle is determined by the role played by the immediate circle of communication in the mental development of the client.

25 The system of a child’s relationship with close adults, the characteristics of their interpersonal relationships and communication, forms of joint activity, and methods of its implementation constitute the most important component of the social situation of the child’s development, determining its zone of proximal development. A child does not develop as an isolated individual separately and independently of the social environment, outside of communication with other people. The child develops in an integral system of social relations, inseparably from them and in unity with them. That is, the object of development is not an isolated child, but an integral system of social relations of which he is the subject.

8. The principle of relying on different levels of organization of mental processes. When drawing up correctional programs, it is necessary to rely on more developed mental processes and use methods that activate them. This is an effective way to correct intellectual and perceptual development. Human development is not a single process; it is heterochronic. Therefore, the development of voluntary processes often lags behind in childhood, while at the same time involuntary processes can become the basis for the formation of voluntariness in its various forms.

9. The principle of programmed learning. The most effective programs are those that consist of a series of sequential operations, the implementation of which first with a psychologist and then independently leads to the formation of the necessary skills and actions.

10. The principle of complication. Each task must go through a series of stages: from the least simple to the most complex. The formal complexity of the material does not always coincide with its psychological complexity. The most effective correction at the maximum level of difficulty is available to a specific person. This allows you to maintain interest in correctional work and allows the client to experience the joy of overcoming.

11. Accounting for the volume and degree of variety of material. During the implementation of a correction program, it is necessary to move on to a new volume of material only after a particular skill has been relatively formed. It is necessary to increase the volume of material and its variety gradually.

12. Taking into account the emotional complexity of the material. The games, activities, exercises, and material presented should create a favorable emotional

background, stimulate positive emotions. The correctional lesson must end on a positive emotional background.

The correctional work program must be psychologically sound. The success of correctional work depends primarily on a correct, objective, comprehensive assessment of the results of a diagnostic examination. Corrective work should be aimed at qualitative transformation of various functions, as well as at the development of various abilities of the client.

27 Types of correctional programs

To implement corrective actions, it is necessary to create and implement a specific correction model: general, typical, individual.

General correction model is a system of conditions for optimal age-related development of the personality as a whole. It involves expanding, deepening, and clarifying a person’s ideas about the world around him, about people, social events, about connections and relationships between them; the use of various types of activities to develop systematic thinking, analyzing perceptions, observation, etc.; the gentle protective nature of the classes, taking into account the client’s health status (especially for clients who have experienced post-traumatic stress and are in unfavorable social and physical conditions of development). It is necessary to optimally distribute the load during the lesson, day, week, year, control and accounting of the client’s condition.

Typical correction model is based on the organization of practical actions on various bases; is aimed at mastering various components of actions and the gradual formation of various actions.

Individual correction model includes the determination of the individual characteristics of the client’s mental development, his interests, learning ability, and typical problems; identifying leading types of activities or problems, features of the functioning of individual areas as a whole, determining the level of development of various actions; drawing up an individual development program based on more developed parties, the actions of the leading system to transfer the acquired knowledge into new types of activities and areas of life of a particular person.

Exist standardized And free(present-oriented) correctional programs.

IN standardized program the stages of correction, the necessary materials, and the requirements for participants in this program are clearly described. Before starting correctional measures, the psychologist must check the possibilities of implementing all stages of the program, the availability of the necessary materials, and the compliance of the capabilities required of participants in this program.

Free software the psychologist draws up independently, defining the goals and objectives of the stages of correction, thinking through the course of meetings, outlining guidelines for the results of achievements for the transition to the next stages of psychocorrection.

Targeted influence on the client is carried out through psychocorrectional complex, consisting of several interconnected blocks.

Each block is aimed at solving different problems and consists of special methods and techniques.

The psychocorrectional complex includes four main blocks:

1. Diagnostic.

2. Installation.

3. Corrective.

4. Block for assessing the effectiveness of corrective actions. Diagnostic block. Target: diagnostics of personality development features,

identification of risk factors, formation of a general program of psychological correction.

Installation block. Target: inducing a desire to interact, relieving anxiety, increasing the client’s self-confidence, creating a desire to cooperate with a psychologist and change something in his life.

Correction block. Target: harmonization and optimization of client development, transition from a negative phase of development to a positive one, mastering ways of interacting with the world and oneself, certain methods of activity.

Block for assessing the effectiveness of corrective actions. Target: measuring the psychological content and dynamics of reactions, promoting the emergence of positive behavioral reactions and experiences, stabilizing positive self-esteem.

28 Basic requirements for drawing up a psychocorrection program

When drawing up a psychocorrection program, the following points must be taken into account:

· clearly formulate the goals of correctional work;

· determine the range of tasks that specify the goals of correctional work;

· choose a strategy and tactics for corrective work;

· clearly define the forms of work (individual, group or mixed) with the client;

· select methods and techniques of correctional work;

· define general the time required to implement the entire correction program;

· determine the frequency of necessary meetings (daily, once a week, 2 times a week, once every two weeks, etc.);

· determine the duration of each correctional lesson (from 10-15 minutes at the beginning of the correctional program to 1.5-2 hours at the final stage);

· develop a correction program and determine the content of correctional classes;

· plan forms of participation of other persons in the work (when working with a family - involving relatives, significant adults, etc.);

· implement a correction program (it is necessary to provide for monitoring the dynamics of the progress of correction work, the possibility of making additions and changes to the program);

· prepare the necessary materials and equipment.

Upon completion of correctional activities, a psychological or psychological-pedagogical conclusion is drawn up on the goals, objectives and results of the implemented correctional program with an assessment of its effectiveness.