The doll is made of natural materials, pleasant for tactile contact, flexible. Can be used in the process of counseling for bodily reactions to emotional turmoil, for the diagnosis and correction of the child. It is good to use as a subject of transfer and modeling.
Here is an example of working with Walter Hall puppets
Dynamics. Jenny, an impulsive, strong girl, still did not lose hope that dad, possessing in her eyes perfect features, come to Germany, or take her to the US (he called her about twice a year).
After returning to Germany, Jenny very slowly realized the fact of parting with her father, the loss of her homeland and the change of language. At school, it was difficult for her at first, because she barely spoke German. At first, the girl reacted ambivalently to her mother's new partner. Then Jenny's attitude towards him deteriorated, not the least of which was played by Armin's rigid authoritarian ideas about parenting. After the birth of a brother, strong jealousy joined the feeling of hostility.
Jenny has developed pseudo-autonomy for herself: she often stays with neighbors, as if she didn't need her family. The girl often offended her mother, rejected her, or made unreasonably high demands on her, only to then retire insultedly if these demands were not met. The mother felt depressed and frustrated, not knowing how to deal with her daughter, from which Jenny concluded that the mother, like Armin, loves more little brother than her.
After several conversations with the family and watching Jenny play, I decided to use hand puppet psychodrama play to advance the therapeutic work, as Jenny's oppositional behavior made it increasingly difficult to talk to the family. Mother and Jenny agreed, and they also didn't mind my co-worker, as there were many roles to play.
The dramatization was prepared by my mother and my colleague, without Jenny. In preparation, the women discussed the following hypotheses:
- Jenny idealizes her father;
- Jenny, disillusioned with her father and unable to cope with anxiety because of her ambivalent attitude towards him, resorts to splitting. She projects the "bad" part of her father's image and her "bad" attitude towards him onto her mother and Armin;
- Jenny defends her regressive desires by developing pseudo-autonomy.
- Then they developed the script, guided by the following questions:
- What periods of life should we consider and what is their main content?
- What figures are suitable for staging and what duplicating figures can be used?
Last but not least, this preparation served to reduce the mother's state of insecurity.
Dramatization To begin with, we once again explain to Jenny our intention: we want to use the game with dolls to find the cause of the difficult situation in the house.
Instead of answering, Jenny complains of back pain, lies down on the carpet and, with a look of boredom on her face, begins to play with a teddy dog. The mother is clearly annoyed by this.
We ignore Jenny's behavior, thank her for agreeing, and think aloud, “Where could Jenny's apartment and room be in this room? Where is America? And how will we make the sea between them - maybe with the help of this blue handkerchief?
Jenny jumps up as if electrified, back pain forgotten. The girl tells us where the apartment is located, where is America, agrees to depict the sea separating Germany and America with a blue handkerchief, and helps us lay it out on the floor.
With the help of foam seats and handkerchiefs, Jenny and my mother and I plan out the kitchen, and my colleague is building my father's house in America.
Following this, Jenny helps choose dolls for the characters in our story:
Mother - Queen, father - King, Jenny - Princess, Armin - Robber, Peter - Zeppl [Doll included in the Casper Theater set, Casper's friend. - Note. translator.].
The girl spontaneously takes also a hare doll, which should be her favorite toy, first in America, and then in Germany.
We decide that Mother will only take on the role of Queen and Jenny will only take on the role of Princess. My colleague takes over the roles own father Jenny, her stepfather and brother.
Jenny agrees that I play the hare, thus clarifying the question of who will be the double. I am directing.
First scene (scenes reproduced in very compressed form)
Queen, Princess, King and Hare in America. (Participants in the performance put their puppets on their hands). To warm up, we start with the breakfast scene, which ends with the mother (at the direction of the director) saying, “The king has been discharged from the army. We feel bad here, it's better in Germany! In addition, I have nostalgia, I want to fly back to Germany.”
The princess agrees. Hare (double) expresses his doubts aloud: he does not know where this Germany is and what it is like to live there, besides, he can only speak English.
The King does not like all this, but the Queen says: "You can come to us as soon as we have an apartment." Jenny, in response to my question whether it was so, clarifies that the King had sad look, and my colleague plays the part of the King accordingly.
Director's instructions: "All characters now they lie down as if they were sleeping, then the alarm clock will ring and the day of departure will come.

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2.

3.

4.

When using the term "psychological toolkit" in broad sense the system of methods and technologies of psychological activity is understood practical psychologist; in narrow sense-- a set of tools and materials necessary to introduce the subject into corrective and diagnostic interaction with a practical psychologist and its effective implementation.

Let us dwell on the classification of psychological tools, based on the second meaning this term. There are two main types of psychological tools in relation to practical activities psychologist. This is specific kind psychological tools (actually psychological tools) and a non-specific type designed to accompany or technically provide psychological activity. Further differentiation of means and materials is carried out in accordance with the species.

Classification of psychological tools

Specific toolkit	Non-specific toolkit
stimulus material *	Interpretive means	technical material	Auxiliaries
A set of the type "Box of forms" Volumetric geometric figures(cube, prism, cylinder, sphere, cone) folding pyramids Detachable matryoshka 3--4 sets of sequences plot pictures Sets of cards combined for given sign (group, etc.) Printed material with diagrams, matrices, contour and figurative images Set of planar geometric figures various shapes, color and size	Scales, tables, graphs, profiles, grids for converting quantitative data into qualitative characteristics Computer programs to correlate, compare and data interpretation resulting from psychological interaction	Colored pencils, markers, watercolors, landscape sheets of various sizes, colored paper, scissors, etc. (see paragraph 2.1)	Diskettes and CDs with playback musical and verbal accompaniment of correctional and diagnostic activities Attributes of the main role-playing games of preschoolers, complete with substitute items Some types of construction and simulation kits Balls and toys by gender, etc. (see paragraph 2.1)

Stimulus and interpretation tools are a structural part of the methods, tests and correctional diagnostic technologies. Consequently, a specific "set" (set, package) of psychological tools is determined by the complex of those applied tools of a psychologist that lie in the field of his theoretical and conceptual ideas, as well as in his professional competence. So, a practical psychologist, working only in line with the activity approach, operates with methods, the conceptual basis of which is the development of leading types of activity in children up to school age. This means that his psychological toolkit will be composed of materials and means that provide a purposeful solution of the tasks set in the process: visual activity(“Pictogram”, “Finishing Figures”, etc.), design activities (“Fish”), substantive activity(“Pyramids”, “Matryoshka”, etc.), verbal activity (“Addition of phrases”, “Three wishes”, etc.) and gaming activity("Playroom"). Conversely, the practicing psychologist theoretical basis whose activity is a psychodynamic approach, is equipped with tools that provide a mechanism for the projection of personal and emotional characteristics: photographs with a shaded image - CAT *, blurry color spots - the Rorschach technique, image settings - "Figure of a family", "Figure of a non-existent animal" (more you can read more about this toolkit on pp. 197--199).

A practical psychologist who combines several theoretical approaches, working in a poly-conceptual professional space, uses methodological and test bases depending on the request and psychological problem.

Thus, the demand various technologies in the work of a practical psychologist obliges him to prepare appropriate psychological tools, both specific and non-specific.

What are the requirements for psychological tools.

First of all, this compliance requirement. It's about about compliance with the original, i.e. standards laid down in the original (author's) copy of the correction and diagnostic tool. This applies to all stimulus and interpretive material. So, in the "Most Unlikely" method, geometric figures of a circle and a square of a certain size and color (red and blue) are laid. variation set parameters size, color and shape is unacceptable. In the “Picture Sequence” method, a series of pictures with a through plot and common characters cannot be replaced by pictures with adding details to the subject, etc. In the CAT and TAT methods, photographs cannot be “finished” by drawing details and color design. As for interpretive means, they must correspond to the author's (original) methodology, have the same quantitative and qualitative values.

Further -- set requirement. It refers to the need to complete stimulus and interpretive materials. If the original method (test) contains a set of tools, then the use of these diagnostic tools in the absence of one or another material is not recommended. Thus, the lack of scales for transferring points in standardized methods makes it impossible to interpret diagnostic data.

In addition, the psychological toolkit can be defined as monofunctional. This means the impossibility of using the stimulus or interpretive materials of one psychodiagnostic tool as a modification of another. Psychological tools are specific and in no way interchangeable. Thus, variants of printed stimulus material (Wenger complex) are designed for one-time individual use.

Thus, speaking of psychological toolkit how about a remedy professional activity, it is necessary to correlate it both with theoretical concepts, corrective and diagnostic technologies, and with the requirements for its selection and configuration.

2.2 Characteristics of psychological tools

Methodological support The cabinet includes methodological tools for the implementation of psychodiagnostic procedures, materials for conducting psychocorrection programs and the necessary props for various forms of psychotherapeutic influence (game therapy, music therapy, art therapy).

Requirements for the choice of methods:

Methods must be valid and reliable.

Methods should be diverse and cover all aspects mental life person, including professional activity.

Methods should take into account age features test subjects.

Methods should take into account the feasibility of using the methodology.

The material accumulated by the teacher-psychologist is systematized in the following order:

1) Diagnostic methods(in flex folder):

diagnostics cognitive development children.

diagnostics of cognitive development of adolescents and adults,

diagnostics of the emotional-volitional sphere of children,

personality diagnosis,

diagnosis of child-parent relationships,

teacher diagnostics.

Programs, plans.

Material for work with teachers.

Information and visual material for working with parents.

« Early age».

Documentation folder.

2.3 Analysis of documentation for compliance with the requirements

The duties of a psychologist include maintaining documentation and timely filling out reporting materials. The requirements for the quantity and content of the main documentation are determined by the administration educational institution.

Basic documents of a psychologist:

The program of experimental work on a specific topic relevant to a given educational institution;

office hours;

Psychologist work plan;

Medical-psychological-social support card;

Card of psychological and pedagogical support;

Consultative and group form work.

The documentation meets the requirements. The list of documents used by the teacher-psychologist is presented in the appendix

In general, the design of the office, psychological tools meet the requirements, but there is not enough space to organize more productive work.

3. Psychological and pedagogical support junior schoolchildren

3.1 Psychological and pedagogical examination of children of primary school age

Psychodiagnostic examination program:

Purpose: to identify the level of readiness of the child to start regular education, the adaptation of students to a new type of activity (learning).

Select appropriate methods and diagnose children of primary school age;

Determine the initial motivation for learning in children entering school, i.e. find out if they have an interest in learning;

Finding out the general orientation of children in the world around them and their stock of everyday knowledge;

Psychodiagnostics of verbal-logical thinking of children;

Processing of received data;

Analysis of the received data;

Formulation of conclusions;

Drafting psychological characteristics the subject (on the basis of comparison and generalization of the results of psychodiagnostic examination);

Correlation between age and individual - psychological features subject, identified in the process of psychodiagnostic examination, i.e. readiness of the subject to schooling;

Object: the psychological readiness of the subjects to study at school.

The subject of psychodiagnostic examination: the level of psychological readiness for schooling.

3.2 Characteristics of diagnostic tools

Technique No. 1. "The general orientation of children in the outside world and the stock of everyday knowledge."

This version of the methodology is intended to assess the general orientation in the world around children of the 1st grade.

The general orientation of children who are just entering school in the world around them and an assessment of the stock of everyday knowledge they have are made according to answers to questions. next questions:

What is your last name, first name and patronymic?

How old are your mom and your dad?

What are the names of your grandmother and your grandfather?

What is the name of the capital of the state in which you live?

5. What is the name of the street where your relatives live?

(In answering this question, you must correctly name at least one street and say which of the relatives lives on this street.)

What is the house number and apartment number where your relatives or friends live?

What are the names of the birds that can be found in the vicinity of your house?

(Here it is necessary to name at least two different birds.)

In what month does snow usually appear and when does it start to melt?

What time do you usually go to school and come home from school? (The correct answer includes both hours and minutes.)

Efficiency pedagogical activity specific teacher, the functioning of the school as a whole). So, we briefly reviewed the two main areas of work of a psychologist at school - design and counseling. The school psychological service should carry out work aimed at correcting the already existing situation, as well as create programs that would provide an opportunity ...

... (1 staff unit); o cleaning lady (1 staff unit). So, total staff units of the center is: 8. To the work of the methodological and psychological club “School foster parents”on preparing families for the adoption of orphans, at the orphanage No. 2 in Khabarovsk, volunteers can also be involved. 2.5 FINANCIAL SECURITY OF THE PROJECT Calculation of costs for 1 month: No. p / p Fixed costs ...

Select psychodiagnostic tools, build programs for corrective and developmental work. Based calendar plan school psychologist passed the following stages of psychological and pedagogical social practice: 1. Organization and conduct of research work; 2. Consulting on hot topics; 3. Implementation of psychological education; 4. ...

The level of practical workers of socio-psychological services educational institutions in matters of formation school team and socio-psychological support of the family and psychological support integration of children with disabilities into educational space. Heads of educational institutions must ensure that the work plan of specialists in the socio-psychological service is included in ...

2.2. psychological tools

When using the term "psychological tools" in a broad sense, we mean a system of methods and technologies for the psychological activity of a practical psychologist; in a narrow sense - a set of tools and materials necessary to introduce the subject into corrective and diagnostic interaction with a practical psychologist and its effective implementation.

Let us dwell on the classification of psychological tools, based on the second meaning of this term. There are two main types of psychological tools in relation to the practical activities of a psychologist. This is a specific type of psychological toolkit (actually psychological toolkit) and a non-specific type designed to accompany or technically support psychological activity. Further differentiation of means and materials is carried out in accordance with the species.

Stimulus and interpretation tools are a structural part of the methods, tests and correctional diagnostic technologies. Consequently, a specific "set" (set, package) of psychological tools is determined by the complex of those applied tools of a psychologist that lie in the field of his theoretical and conceptual ideas, as well as in his professional competence. So, a practical psychologist, working only in line with the activity approach, operates with methods, the conceptual basis of which is the development of leading types of activity in children. preschool age. This means that his psychological toolkit will be made up of materials and means that provide a purposeful solution of the tasks set in the process: visual activity (“Pictogram”, “Finishing figures”, etc.), design activity (“Fish”), objective activity (“ Pyramids", "Matryoshka", etc.), verbal activity ("Addition of phrases", "Three wishes", etc.) and game activity ("Game room"). And vice versa, a practicing psychologist, whose theoretical basis of activity is a psychodynamic approach, is equipped with tools that provide a mechanism for projecting personal and emotional characteristics: photographs with a shaded image - CAT1, blurry color spots - the Rorschach technique, image settings - "Family Drawing", "Drawing non-existent animal” (more details about this toolkit can be found on pp. 197-199).

Classification of psychological tools

Specific toolkit		Non-specific toolkit
Stimulus material1	Interpretive means	technical material	Auxiliaries
A set of the type "Box of forms" Volumetric geometric shapes (cube, prism, cylinder, ball, cone) folding pyramids Detachable matryoshka 3-4 sets of story picture sequences Sets of cards combined for given sign (group, etc.) Printed material with diagrams, matrices, contour and figurative images A set of plane geometric shapes of various shapes, colors and sizes	Scales, tables, graphs, profiles, grids for converting quantitative data into qualitative characteristics Computer programs for correlating, comparing and interpreting data obtained as a result of psychological interaction	Colored pencils, markers, watercolors, landscape sheets of various sizes, colored paper, scissors, etc. (see paragraph 2.1)	Floppy disks and CDs with playback of musical and verbal accompaniment of corrective and diagnostic activities Attributes of the main role-playing games of preschoolers, complete with substitute items Some types of construction and simulation kits Balls and toys by gender, etc. (see paragraph 2.1)

A practical psychologist, who combines several theoretical approaches in his work, works in a polyconceptual professional space, uses methodological and test bases depending on the request and psychological problem.

Thus, the demand for various technologies in the work of a practical psychologist obliges him to prepare appropriate psychological tools, both specific and non-specific.

What are the requirements for psychological tools1.

First of all, it is the requirement of conformity. We are talking about compliance with the original, i.e. standards laid down in the original (author's) copy of the correction and diagnostic tool. This applies to all stimulus and interpretive material. So, in the "Most Unlikely" method, geometric figures of a circle and a square of a certain size and color (red and blue) are laid. Variation of the specified parameters of size, color and shape is unacceptable. In the “Picture Sequence” method, a series of pictures with a through plot and common characters cannot be replaced by pictures with adding details to the subject, etc. In the CAT and TAT methods, photographs cannot be “finished” by drawing details and color design. As for interpretive means, they must correspond to the author's (original) methodology, have the same quantitative and qualitative values.

Next - the requirement of configuration. It refers to the need to complete stimulus and interpretive materials. If the original method (test) contains a set of tools, then the use of these diagnostic tools in the absence of one or another material is not recommended. Thus, the lack of scales for transferring points in standardized methods makes it impossible to interpret diagnostic data.

In addition, psychological tools can be defined as monofunctional. This means the impossibility of using the stimulus or interpretive materials of one psychodiagnostic tool as a modification of another. Psychological tools are specific and in no way interchangeable. Thus, variants of printed stimulus material (Wenger complex) are designed for one-time individual use.

Thus, speaking of psychological tools as a means of professional activity, it is necessary to correlate it with both theoretical concepts, corrective and diagnostic technologies, and with the requirements for its selection and configuration.

For me, a great discovery was the acquaintance with Marilyn Murray, which took place thanks to the book Prisoner of Another War.

It was impossible to put down this book. It was a thriller, a novel, and a psychotherapeutic story that was both terrifying and hopeful at the same time.

After that, I heard about the Murray Method, and was very skeptical about it. It was not very clear where to attach and lean it, it did not fit into any psychotherapeutic concept. He went above and beyond, being very down to earth, very honest, very therapeutic.

The creator of the Method herself - Marillin Murray - is very extraordinary and amazing woman. Her paternal grandparents are from near Saratov, they once suffered from Stalinist repressions, survived and moved to the United States in freedom.

There is one more thing I want to say - Marilyn is a Protestant, she long time worked for the Protestant community, was a volunteer, helped people without being a therapist. Her attitude towards God is seen in The Method and often frightens atheists or those who believe in their own God, trans-denominational or within other faiths.

Marillin, on the other hand, speaks of God, rather, as a Conscience, an accepting Parental figure, as someone who can be relied upon and who loves and accepts everyone unconditionally. There is no obsession or intolerance in this. It's very soft and supportive...

After meeting Murray through her book, I got to the training, which was conducted by student Marillin in our city.

The training was about closeness, about the fact that we live with our relatives and friends, in fact, very far away. And what does not allow us to get closer, and how, after all, to become closer to ourselves, to spouses, to children, to parents. And how do you keep your boundaries?

At this training, I learned about such a wonderful tool as: "Circles of Intimacy, Responsibility and Influence", which I will now talk about.

Take this template

And place in it everything that is close to you. It can be people, animals, business, work, hobbies. Do it spontaneously, as it comes to mind.

Now here's what really needs to happen in your life. Here's what it looks like.

1st circle, central- it is only You and God. You - because this whole life is yours, you are the most important actor in the play of your life, which is written together with God. In this context, please do not strain atheists. Place instead of "God" in the first circle "Conscience", "Reality", what you think controls everything in this world. God must be present as a support and unapologetically loving and accepting, Parental figure.

2nd a circle - for the husband / wife, for the one with whom you share the bed. Therefore, parents and children who fall into this circle talk about the problems associated with psychological incest. If there is no spouse, this place should be empty and not occupied. Then sooner or later a partner may come into it.

2nd b - there must be minor children living with you.

3rd circle - for adult children and parents. Separation problems solved.

4, 5, 6 - these are circles for friends, work, hobbies, pets and many other things that fill your life.

How to deal with those who enter circles 2 and 3.

· 1. Relationship with this person safe?

· 2. Am I ready to remain a vulnerable and vulnerable person next to him?

· 3. Do I trust this person?

· 4. Is this person being honest with me?

· 5. Is the relationship with this person one-sided?

· 6. Do we tell each other about our feelings?

· 7. Do we respect each other?

· 8. Do we care about each other?

· 9. Is this relationship good for both?

· 10. Do I enjoy being with this person?

· 11. Does this person enjoy being with me?

· 12. Does this person show that he is pleased to see me?

· 13. Can I be a "Natural Child" with him?

· 14. Does this person encourage me and encourage me to be a “Natural Child” with him?

· 15. Am I happy/relaxed or feeling tense/anxious around this person?

· 16. Are we interesting for each other?

· 17. What is the history of our relationship? Have we shared joy/sadness/interests with each other for a long time?

· 18. What are our common interests?

· 19. Do we have common values?

· 20. How often do we communicate?

And here's how it happens:

What can be said about this model?

The very first is co-dependent relationships in the family, where the wife is not present in her own life. But it is a lot of it in a life of the husband.

If the daughter is of age, then she does not take her place, but the place of her husband. “Psychological incest” is possible here, such daughters can forever remain in the parental family or run away from it in marriage.

The work is in a place not intended for it, taking the position of a minor child. Sometimes in such a situation there are no children at all, because there is a replacement for them - work. It is very easy to kill yourself and die at work in this case. And the feeling of injustice that is not recognized and promoted can also be very strong.

The mother occupies the right place in a woman's life, circles of intimacy we now consider as an example.

For practicing psychologists, this tool can be useful at the beginning of therapy with its coverage of the entire life of the client, understanding what is happening in his life as a whole, what is important for him, what is not, how much his life is controlled by him and who are those people (and not only), who are close to the client.

Another function is reflexive, to give the client the opportunity to look at his life independently, with his own eyes, not through the eyes of a psychologist.

And, finally, as a screening tool that can be used to evaluate the changes that occur in the life of a client due to the therapy process.

This model has special function- proximity measures... When you feel an imbalance in what is happening in your life, you can do this test and look at a clear picture of your being. Draw conclusions and engage in the reorganization of life. Being your own psychologist.

And of course, I wish everyone that everything in your life is in its place, especially you yourself.