It refers to psycho-corrective methods. Psychocorrection and its types

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Methods psychological correction

What is meant by psychocorrection?

Psychological correction (psycho-correction) - one of the types psychological help, an activity aimed at correcting the features of psychological development that do not correspond to the optimal model, with the help of special means psychological impact; and also - activities aimed at the formation of the necessary psychological qualities to increase its socialization and adaptation to changing living conditions.

History of psychocorrection.

The first period is descriptive, associated with the description of the medical sciences and pedagogical issues correction of abnormal development. E. Seguin proposed an integrated approach to the education of mentally retarded children and described original methods correction and diagnosis of perceptual and mental development children (method "Segen's Board").

The second period is the stage of emergence of the theory and practice of psycho-correction. Psychocorrection at this stage is closely related to the introduction of experimental psychological methods into the system psychological research; methods of corrective work appear. This stage is associated with the name of M. Montessori. She developed correctional materials aimed at developing the cognitive (sensory-motor) processes of the child.

The third period is associated with the name of L.S. Vygotsky, who created a unified concept of abnormal development, outlined the main directions of correction and laid methodological concepts psychocorrection as an independent direction. Psychodiagnostic and corrective procedures were also developed for other categories of children (children with impaired speech, vision, hearing).

The fourth period is associated with intensive formation practical psychology. At this time, systems of psychological assistance are being created for specific groups of children with specific defects; position is introduced practical psychologist in special and educational institutions.

Psychological interventions can be the following types

1. Persuasion

2. Suggestion

3. Imitation

4. Reinforcements

Distinguish between individual and group psychocorrection. In group work, work takes place immediately with a group of clients with similar problems, the effect is achieved through the interaction and mutual influence of people on each other.

Methods of psychocorrection

The activity paradigm connects psycho-correction with the formation of a system of actions and a clear structuring of activities. In this regard, two groups of methods are distinguished:

1. Methods for strengthening the regulatory functions of the psyche, developing emotional self-control, improving mental self-regulation;

2. Methods of normative-value correction, the objects of which are normative complexes that determine the refusal to obey joint principles, goals, and tasks of activity.

Methods of psycho-correction are aimed at developing norms of personal behavior, interpersonal interaction, developing the ability to respond flexibly to a situation, quickly reorganize in various conditions, groups, that is, on methods of social adaptation.

1. Dynamic content of the period age development can be diverse, and hence the effectiveness of the same impact is not the same.

2. The effectiveness of psycho-correction is determined by the quality of the content, timeliness and adequacy.

3. Efficiency of work depends on the degree of compliance with psycho-correctional work individual characteristics mental development of a person.

Symptomatic methods of psychocorrection:

Autogenic training;

Method conditioned reflexes;

· Operant learning;

· The system of pathogenetic psychotherapy (Myasishchev V.I. and others).

The main types of psychological correction

For corrective tasks:

· Family correction;

· Game correction;

Neuropsychological correction; (Neurocorrection is a complex of motor, finger, breathing exercises, cat. raise the general tone of the baby, develop speech, understanding of the body, expand the field of vision through oculomotor exercises, etc. Neurocorrection classes for a child are the development of higher mental functions - memory, attention, thinking, perception, necessary for successful learning.);

Correction personal growth.

By the nature of the direction:

· Symptomatic correction (correction of symptoms) - a type of psychocorrection, which, as a rule, involves a short-term effect in order to relieve acute symptoms of developmental deviations that prevent the transition to a causal type correction;

· Causal (causal) correction - a type of psycho-correction aimed at the sources and causes of mental deviations.

By the method of corrective actions:

Directive types; (Includes all forms of psychotherapy, which are characterized by the adoption by the psychotherapist of the role of the organizer and leader of the therapeutic process, the imposition of responsibility for achieving psychotherapeutic goals and didactics. Methods of behavioral psychotherapy, most of the techniques of hypnosis and positive psychotherapy. Directive forms of psychotherapy are the preferred method of working with regressive, disoriented patients (with psychotic pathology) and children.);

Non-directive types. (The non-directive approach involves the rejection of special corrective techniques and diagnostic tests. However, this method allows the psychologist to be free and creative in the process. Learning occurs through interaction in "free space").

By form of organization:

General psycho-correction (measures of a general pedagogical order, normalizing social environment child; normalization and regulation of the psychophysical and emotional stress of the child, work on psychohygiene and psychoprophylaxis, pedagogical ethics, medical and recreational activities, organization of special swimming lessons, enhanced nutrition children);

Private psycho-correction (a set of psychological and pedagogical influences, that is, a system of specially designed psycho-corrective measures used in the general system educational processes. Game, music, drama therapy);

Special psycho-correction (a set of techniques, measures, methods, techniques, work with a specific child or group of children to solve psychological problems).

Scope of application of psychocorrection

1. Correction of the emotional development of the child;

2. Correction of sensory-perceptual and intellectual activity;

3. Psychocorrection of the behavior of children and adolescents;

4. Correction of personality development.

With regard to the problems of children at school:

1. Correction of deficiencies in cognitive activity;

2. Correction of shortcomings of the emotional-volitional sphere;

3. Correction of behavior.

All the selected types of psychocorrection in general give system view about the organizational and content principles of the psycho-correctional process.

psychological correction mental

Literature

1. Karayani A.G., Syromyatnikov I.V. Psychotherapy and psychocorrection as methods of psychological assistance // Applied Military Psychology.--St. Petersburg: Peter, 2006. - Ch. 6.3.2.-- S.153-164.-- 480s.--ISBN 5-469-01122-4.

2. Psychological science and education psyedu.ru-- 2005.-- №2. Special issue "Psychological rehabilitation and correction" (materials in the public domain)

3. Lich D. Applied behavior analysis. Methods of inclusion of students with ASD - M.: Operant, 2015.-- P.153-164.-- 176p.--ISBN 978-5-9906841-1-9.

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Features and types of psychocorrection

Psychocorrection is inextricably linked with psychological culture - taking care of one's own mental health, the ability to independently resolve psychological crises and adequately perceive the world around them. The psychological culture of each individual consists of three main components:

Knowing and evaluating oneself;
Knowledge and evaluation of people around;
Interaction with society through communication and.

Since both the school and parents often do not pay due attention to teaching children psychological culture, many people in adulthood have certain behavioral or other problems. psychological nature that they cannot handle on their own. Such problems include low self-esteem, the inability to build relationships with other people, the inability to restrain one's emotions, the inability to cope with stress, etc. Therefore, in itself, training in psychological culture is an effective method of psycho-correction, since through such training it is possible to eliminate shortcomings in the development of one or another component psychological culture mentally healthy person.

In general, all the shortcomings and problems of the psyche of a healthy person are subject to psychological correction, which are not stable personality traits and do not have any organic basis.All correction methods differ in two main features: discreteness and orientation to the client's age.. The discreteness of psycho-correction means that its techniques are aimed at eliminating any specific flaw in the human psyche, and do not aim to change. Depending on the criterion of discreteness, the correction can be aimed at volitional qualities(elimination of self-doubt, setting personal boundaries), interpersonal relationships (fighting the fear of communication, getting rid of negative attitudes), behavioral aspects (reducing aggressiveness, getting rid of bad habits) and the cognitive sphere (correction of the perception of the real world). Focus on age norms is that to work with each age group(children, adolescents, young people, adults) use different methods of psychocorrection.

Depending on the goals of psycho-corrective measures, correction is divided into two main types:

symptomatic - correction aimed at eliminating the symptoms of the problem. Symptomatic psychocorrection does not completely eliminate the problem, however, it makes it possible to eliminate its symptoms for some time.
Causal - correction, which aims to find the source of the problem and eliminate it. Causal correction is more complex and takes longer than symptomatic correction, but it is with the help of its methods that one or another psychological complex or deficiency can be completely eliminated.

Methods of psychocorrection

Psychological correction is a very broad area of practical psychology and has much in common with psychotherapy, pedagogy and other related sciences. However specific techniques, which would be used exclusively for psycho-correction, does not exist - for this purpose, psychologists use the methods of psychotherapy, medicine, educational psychology and other related disciplines. There is no universal psycho-correctional technique for eliminating this or that problem in any client, and the psychologist, when working with each person, selects techniques and methods that will be most effective in his case.

For psychological correction, psychologists use dozens of different tricks, ranging from light to fairy tale therapy, but the most common and effective methods are:

Psychocorrection

Psychological correction (Psychocorrection)- one of the types of psychological assistance (among others - psychological counseling, psychological training, psychotherapy); activities aimed at correcting the features of psychological development that do not correspond to the optimal model, with the help of special means of psychological influence; as well as - activities aimed at developing the necessary psychological qualities in a person to increase his socialization and adaptation to changing living conditions.

Psychocorrective influences can be of the following types: persuasion, suggestion, imitation, reinforcement. Distinguish between individual and group psychocorrection. AT individual the psychologist works with the client one on one in the absence of unauthorized persons. AT group- work takes place immediately with a group of clients with similar problems, the effect is achieved through the interaction and mutual influence of people on each other.

General provisions

Psychocorrection is defined as a directed psychological impact on certain structures of the psyche in order to ensure the full development and functioning of the personality. From the position this approach differences in the means and methods of psycho-correction are dictated. For example, in the psychoanalytic approach, psychocorrectional work is aimed at alleviating the symptoms of internal conflict interaction between the “I” and “It” through overcoming inadequate psychological defenses. In the humanistic approach, psycho-correction is understood as creating conditions for positive personal changes: personal growth, self-actualization, and so on. The task of the psychologist is to focus on unique opportunities and potential of the individual.

Methods of psychocorrection

The activity paradigm connects psycho-correction with the formation of a system of actions and a clear structuring of activities. In this regard, two groups of methods are distinguished:

Methods of strengthening the regulating functions of the psyche, the development of emotional self-control, improvement of mental self-regulation;
Methods of normative-value correction, the objects of which are normative complexes, which cause the refusal to obey joint principles, goals, and tasks of activity.

The effectiveness of psycho-correctional work is associated with the following points:

The dynamic content of the period of age development can be varied, which means that the effectiveness of the same impact is not the same.
The effectiveness of psycho-correction is determined by the quality of the content, timeliness and adequacy.
The effectiveness of the work depends on the degree of compliance of psycho-correctional work with the individual characteristics of a person's mental development.

History of psychocorrection

Psychocorrection arose within the framework of the specialization of psychology and defectology. The first period is descriptive, associated with the description of medical sciences and pedagogical issues of correction of abnormal development. E. Seguin proposed an integrated approach to the upbringing of mentally retarded children and described original methods for correcting and diagnosing the perceptual and mental development of children (the Segen Board method). Pyotr Troshin proposed original methods of diagnostics and psycho-correctional influences aimed at studying perceptual, mnemonic, and cognitive processes.

The second period is the stage of emergence of the theory and practice of psycho-correction. Psychocorrection at this stage is closely connected with the introduction of experimental psychological methods into the system of psychological research; methods of corrective work appear. This stage is associated with the name of M. Montesori. She developed correctional materials aimed at developing the cognitive (sensory-motor) processes of the child. central link her theory is "the concept of sensitive periods in the development of the child".

A. N. Graborov developed a system of remedial classes for the development of memory, arbitrary movement. V. P. Kashchenko - methods of pedagogical correction aimed at correcting difficult behavior of children.

The third period is associated with the name of L. S. Vygotsky, who created a unified concept of abnormal development, outlined the main directions of correction and laid down the methodological concepts of psycho-correction as an independent direction. Psychodiagnostic and corrective procedures were also developed for other categories of children (children with impaired speech, vision, hearing).

The fourth period is associated with the intensive formation of practical psychology. At this time, systems of psychological assistance are being created for specific groups of children with specific defects; the position of a practical psychologist is introduced in special and educational institutions.

The main types of psychological correction

For corrective tasks:

Family correction;
- game correction;
- neuropsychological correction;
- correction of personal growth.

According to the direction:

symptomatic;
- causal.

According to the method of corrective actions:

Directive views;
- non-directive types.

Organization form:

General psychocorrection (measures of a general pedagogical order, normalizing the social environment of the child; normalization and regulation of the psychophysical and emotional stress of the child, work on psychohygiene and psychoprophylaxis, pedagogical ethics, medical and recreational activities, organization of special classes in swimming, enhanced nutrition of children);
- private psycho-correction (a set of psychological and pedagogical influences, that is, a system of specially designed psycho-correctional measures used in the general system of educational processes. Game, music, drama therapy);
- special psycho-correction (a set of techniques, measures, methods, techniques, work with a specific child or a group of children to solve psychological problems).

Scope of application of psychocorrection

a) correction emotional development child;
b) correction of sensory-perceptual and intellectual activity;
c) psychological correction of the behavior of children and adolescents;
d) correction of personality development.

With regard to the problems of children at school:

a) correction of deficiencies in cognitive activity;
b) correction of shortcomings of the emotional-volitional sphere;
c) behavior modification.

All the identified types of psycho-correction as a whole give a systematic idea of the organizational and content principles of the psycho-correction process.

Psychocorrective technologies

"Psycho-correctional technology is a body of knowledge about the methods and means of carrying out the psycho-correctional process." (Mamaychuk). Psychocorrective technology is a complex system corrective action, which contains three interrelated and interdependent components:

methodological component (ideas, target characteristics, tasks, initial theoretical positions are formulated - psychological, pedagogical, philosophical, legal, economic, and so on).
content component (stages of work, tasks of each stage and the content of the stage).
technological (methods, forms, means of use).

Properties of psycho-corrective technologies:

psycho-corrective technologies and complex systems solving strategic and tactical tasks. The strategic tasks are the development of psychocorrectional programs and psychocorrectional complexes. The tactical tasks include the development of methods, techniques, psycho-corrective techniques, forms of work, selection and staffing of groups, duration of the lesson and mode.
it is impossible to create a universal psycho-corrective program, especially for children with developmental problems, this is due to the fact that when drawing up a program, one has to take into account various factors: the structure of the defect and its severity; psychological problem and its causes; the time of occurrence of the defect and psychological problem; the level of development of interfunctional relations; typological individual psychological characteristics of the child; the previous social situation of the child's development.
psycho-correctional work with a specific child should be built as a holistic meaningful activity to change individual psychological formations, to change the conditions of life for the upbringing of the child.
it is important that the psychological correction has a leading, anticipatory character. It should strive to actively shape what the child should achieve in the short term in accordance with the requirements of age and personality formation, that is, taking into account the orientation towards the development perspective.
the specifics of the tasks of the psycho-correctional program depend on the type children's institution, class or group. It is important that this program be coordinated with the programs of other professionals working with the child (doctors, speech therapists, teachers, educators and social workers).

PSYCHO-CORRECTION- one of the three main areas in the activities of a practical psychologist (along with psychodiagnostics and psychological counseling), which includes the use of psychological methods of direct influence on the client to correct ... ... Glossary of terms for psychological counseling

psychocorrection- and; well. Impact on the human psyche with the aim of suppressing or emphasizing, strengthening any. features. Skillful, tactful psycho-correction / action of the character of a teenager. Who l. needs psychocorrection. Psychocorrection office ... Dictionary of many expressions

psychocorrection- mental correction; psychological correction mental correction ... Dictionary of abbreviations of the Russian language

psychocorrection- direction of rehabilitation and correctional educational work with abnormal children, the purpose of which is to prevent and overcome mental development disorders, primarily deviations in personality development. P. is ... Defectology. Dictionary-reference

According to R.S. Nemov, the difference between the concepts of "psychotherapy" and "psychocorrection" is as follows: psychotherapy is a system of medical and psychological means used doctor for treatment various diseases, psychocorrection- aggregate psychological tricks used psychologist to correct deficiencies in the psychology or behavior of a mentally healthy person.

Term "correction" literally means "correction".

Psychocorrection is a system of measures aimed at correcting the shortcomings of psychology or human behavior with the help of special means of psychological influence.

Psychocorrection is subject to shortcomings that do not have an organic basis and do not represent such stable qualities that are formed quite early and practically do not change in the future.

Allocate specific features psychocorrectional process that distinguishes it from psychotherapy.

Psychocorrection is focused on the clinically healthy personality of people who have Everyday life psychological difficulties, problems, complaints of a neurotic nature, as well as people who feel good, but want to change their lives or set themselves the goal of personal development.

· Correction focuses on the healthy side of the personality, regardless of the degree of violation.

· In psycho-correction, they often focus on the present and future of clients.

· Psychocorrection usually focuses on medium-term assistance (as opposed to short-term - up to 15 meetings - assistance in counseling and long-term - up to several years - assistance in psychotherapy).

· In psycho-correction, the value contribution of the psychologist is emphasized, although the imposition of certain values on the client is rejected.

·Psychocorrectional influences are aimed at changing the behavior and development of the client's personality.

The main difference between psycho-correction and influences aimed at the psychological development of a person is that psycho-correction deals with already formed personality traits or types of behavior and is aimed at their alteration, while the main task development is that, in the absence or insufficient development form a person has the necessary psychological qualities.

The difference between psychotherapy and psychocorrection is that psychotherapy deals with various kinds of disorders in people suffering from various types somatic or mental illness(disorders). Many anomalies of the psyche and behavior of people that manifest themselves in diseases are similar to those that a psychologist dealing with psychocorrection deals with. However, people who seek the help of a psychotherapist are usually called patients or patients, and those who need only corrective help are called clients.

Customer is a normal, physically and mentally healthy person who has had psychological or psychological problems in his life. behavioral. He is not able to resolve them on his own and therefore needs outside help.

Individuals, families or groups can act as objects of corrective action.

Types of psychocorrection

Based on certain criteria, psycho-corrective measures can be classified.
1. According to the nature of the direction, a correction is distinguished:

symptomatic;

Causal.

Symptomatic correction (correction of symptoms), as a rule, involves a short-term effect in order to relieve acute symptoms of developmental abnormalities that prevent the transition to a causal type of correction.

Causal (causal) correction is aimed at the sources and causes of deviations. This type of correction is longer in time, requires considerable effort, but is more effective than symptomatic correction, since the same symptoms of deviations can have a completely different nature, causes and psychological structure violations.

cognitive sphere;

Personalities;

Affective-volitional sphere;

Behavioral aspects;

interpersonal relationships:

Intra-group relationships (family, marital, collective);

Child-parent relationship.

3. According to the form of work with the client, a correction is distinguished;

Individual;

Group:

In a closed natural group (family, class, employees, etc.);

AT open group for clients with similar problems;

Mixed form (individual-group).

4. According to the availability of programs:

programmed;

improvised.

5. By the nature of the management of corrective actions:

Directive;

Non-directive.

6. By duration:

Ultra-short (super-fast);

short (fast)

long;

Super long.

Ultra-short psycho-correction lasts minutes or hours and is aimed at resolving urgent isolated problems and conflicts. Its effect may be unstable.

A short psycho-correction lasts several hours and days. applied to solve actual problem, as it were, "starts" the process of change, which continues after the end of the meetings.

Long-term psychocorrection lasts for months, the focus is on the personal content of the problems. During the correction, many details are worked out, the effect develops slowly and is persistent.

Super-long psycho-correction can last for years and affects the spheres of the conscious and the unconscious. A lot of time is devoted to achieving an understanding of the essence of experiences. The effect develops gradually and is long lasting.

According to the scale of the tasks to be solved, psychocorrection is distinguished:

Private;

Special.

General correction means measures of a general corrective order that normalize the client’s special microenvironment, regulate psychophysical, emotional stress in accordance with age and individual capabilities, optimize maturation processes mental properties in the individual, which in itself can contribute to the elimination of mental disorders and the harmonization of the individual in the course of further development.

Private psycho-correction is understood as a set of psychological and pedagogical influences, which are psycho-correctional techniques and techniques adapted for childhood and adolescence, used in working with adults, as well as specially designed systems of psycho-correctional measures based on ontogenetic forms of activity that are leading for a certain age, levels of communication, ways of thinking and self-regulation.

Each technique has, as a rule, several directions. psycho-corrective impact. Private psycho-correction equips the specialist with an arsenal of means of psychological influence, with which he saturates the program of group or individual work.

Special psycho-correction is a complex of techniques, methods and organizational forms of work with a client or a group of clients of the same age, which are the most effective for achieving specific tasks the formation of a personality, its individual properties or mental functions, manifested in deviant behavior and difficult adaptation (shyness, aggressiveness, insecurity, excess normativity or asociality, inability to act according to the rules and keep the role taken on, clearly express one’s thoughts, timidity, autism, a tendency to stereotypes, conflict, high self-esteem, etc.).

Special psychocorrection, therefore, is designed to correct the consequences of improper upbringing that has violated the harmonious development and socialization of the individual. Negative aspects can be caused by both subjective and objective factors.

Methods of psychocorrection

GAME THERAPY

Game therapy is a method of psychotherapeutic influence on children and adults using the game. At the core various techniques described by this concept lies the recognition that the game has a strong influence on the development of the individual. In modern psychocorrection of adults, the game is used in group psychotherapy and socio-psychological training in the form of special exercises, tasks for non-verbal communications, playing out various situations, etc. The game helps to create close relationships between group members, relieves tension, anxiety, fear of others, increases self-esteem, allows you to test yourself in different situations communication, removing the danger of socially significant consequences.

The characteristic feature of the game is its duality, also inherent in dramatic art, elements of which are preserved in any collective game:

1. The player performs a real activity, the implementation of which requires actions related to the solution of quite specific, often non-standard tasks,

2. A number of aspects of this activity are conditional, which allows us to digress from real situation with its responsibility and numerous attendant circumstances.

The dual nature of the game determines its developmental effect. The psycho-correctional effect of playing lessons in children is achieved through the establishment of a positive emotional contact between children and adults. The game corrects the repressed negative emotions, fears, self-doubt, expand children's ability to communicate, increase the range available to the child actions with objects.

Play therapy is an interaction between an adult and a child on own conditions the latter, when he is given the opportunity to freely express himself with the simultaneous acceptance of his feelings by adults. Currently, the scope of play therapy has expanded significantly. There is experience in short-term and long-term play therapy, as well as the organization of play therapy in small group children in the conditions of educational institutions.

General indications for play therapy: social infantilism, isolation, lack of sociability, phobic reactions, over-conformity and over-obedience, behavioral disorders and bad habits, inadequate gender-role identification in boys.

Play therapy has been effective in working with children of different diagnostic categories, except for complete autism and non-contact schizophrenia.

Play therapy is effective as an aid to hair pulling; selective mutism corrections; aggressive behavior; as a means of improving the emotional state of children after the divorce of parents: abused and abandoned children; reducing fears; stress and anxiety in hospitalized children; when correcting reading difficulties; academic performance of children with learning difficulties; backlog in speech development; intellectual and emotional development of mentally retarded children; treatment of stuttering; relief of the state of psychosomatic diseases (bronchial asthma, neurodermatitis, ulcerative colitis, biliary dyskinesia, etc.); improvement of "I-concept"; reduce anxiety when parting with loved ones,

Group play therapy is a psychological and social process in which children naturally interact with each other, acquire new knowledge not only about other children, but also about themselves. This method implies the game as a therapeutic process and is an effective means of correcting functional neuro- mental disorders, psychosomatic diseases and psychoprophylaxis.

Group play therapy is designed to: help the child realize his real "I", increase his self-esteem and develop his potential, respond to internal conflicts, fears, aggressive tendencies, reduce anxiety and guilt.

ART THERAPY

Term "art therapy"(literally: art therapy) introduced by Adrian Hill (1938) when describing his work with tuberculosis patients in sanatoriums. This phrase was used in relation to all kinds of art classes that were held in hospitals and mental health centers.

This is a specialized form of psychotherapy based on art, primarily visual and creative activities.

primary goal art therapy is to harmonize the development of personality through the development of the ability of self-expression and self-knowledge. From the point of view of a representative of classical psychoanalysis, the main mechanism of corrective action in art therapy is the mechanism of sublimation. According to K. Jung, art, especially legends and myths and art therapy using art, greatly facilitate the process of individualization of self-development of the personality based on the establishment of a mature balance between the unconscious and conscious "I".

The most important technique of art therapy influence here is active imagination technique aimed at bringing the conscious and the unconscious face to face and reconciling them with each other through affective interaction.

As another possible corrective mechanism, the creative process as a study of reality, the knowledge of new aspects, previously hidden from the researcher, and the creation of a product that embodies these relationships.

A) music therapy

Music therapy is a method that uses music as a means of correction. Numerous methods of music therapy provide for both the holistic and isolated use of music as the main and leading factor of influence (listening to musical works, individual and group music-making), and addition musical accompaniment other corrective techniques to enhance their impact and increase efficiency.

Music therapy is actively used in the correction of emotional deviations, fears, motor and speech disorders, psychosomatic diseases, behavioral deviations, communication difficulties, etc.

B) Bibliotherapy

Bibliotherapy is a special corrective impact on the client by reading specially selected literature in order to normalize or optimize his mental state.

Corrective reading differs from reading in general in its orientation for one or another mental processes, states, personality traits:

changed - for their normalization;

normal - to balance them.

The corrective effect of reading is manifested in the fact that certain images and the feelings, drives, desires, thoughts associated with them, learned with the help of the book, make up for the lack of their own images and ideas, replace disturbing thoughts and feelings, or direct them along a new channel, to new ones. goals. Thus, it is possible to weaken or strengthen the impact on the client's feelings to restore his peace of mind.

B) Dance therapy

Dance therapy is used when working with people who have emotional disorders, communication disorders, interpersonal interaction.

The use of this method requires a sufficiently deep preparation from the psychologist, since this type of interaction can wake up powerful emotions, which is not so easy to find a solution. Dance moves combined with physical contact and intense interpersonal interaction can cause very deep and strong feelings.

Target dance therapy - awareness development own body, creation positive image bodies, developing communication skills, exploring feelings and gaining group experience.

Dance therapy is mainly used in group work.

Main task dance therapy groups is the exercise of spontaneous movement. Dance therapy encourages freedom and expressiveness of movement, develops mobility and strengthens strength both on a physical and mental level. The body and mind are considered in it as a whole.

The main setting is formulated as follows: movements reflect personality traits. With any emotional shifts, well-being changes, both mental and physical, and the nature of our movements changes accordingly.

d) Projective drawing

Drawing is a creative act that allows the client to feel and understand himself, freely express his thoughts and feelings, free himself from conflicts and strong feelings, develop empathy, be yourself, freely express dreams and hopes. This is not only a reflection in the minds of clients of the surrounding social reality, but also its modeling, an expression of attitude towards it. Some scientists tend to consider drawing as one of the ways to complete the program of improving the body.

Drawing develops sensory-motor coordination. Its advantage (compared to other activities) is that it requires the coordinated participation of many mental functions.

According to experts, drawing is involved in coordinating interhemispheric relationships, since in the process of drawing concrete-figurative thinking is coordinated, which is mainly associated with the work of the right hemisphere of the brain, and abstract-logical thinking, for which the left hemisphere is responsible.

Being directly associated with essential functions(vision, motor coordination, speech, thinking), drawing not only contributes to the development of each of these functions, but also links them together.

Drawing, the client gives vent to his feelings, desires, dreams, rebuilds his relationships in various situations and painlessly comes into contact with some frightening, unpleasant, traumatic images. Thus, drawing acts as a way of comprehending one's capabilities and the surrounding reality, as a way of modeling relationships and expressing various kinds of emotions, including negative ones. Therefore, drawing is widely used to relieve mental stress, stressful conditions, in the correction of neuroses, fears.

projective drawing can be used as in individual form as well as in group work. The main task of a projective drawing is to identify and understand difficult-to-verbalize problems and experiences of clients.

By managing and directing the subject of drawings, you can achieve switching the client's attention, concentrating it on specific significant issues. This is especially effective in childhood in the correction of fears by the method of drawing therapy.

D) Writing stories

Some authors note that the verbalization of the client's inner experiences largely leads to liberation from these experiences. Therefore, the process of writing stories, essays, diary entries contributes to the liberation from many experiences and awareness internal conflict client.

The storytelling method has been successfully used in working with children.

E) Fairy tale therapy

Fairy tale therapy is a method that uses a fairy tale form for personality integration, development creativity, expansion of consciousness, improvement of interactions with the outside world.

The texts of fairy tales evoke intense emotional resonance in both children and adults. The images of fairy tales appeal simultaneously to two mental levels: to the level of consciousness and subconsciousness, which gives special opportunities for communication. This is especially important for corrective work, when it is necessary to create an effective communication situation in a difficult emotional situation.

G) Doll therapy

Puppet therapy as a method is based on the process of identifying a child with a favorite cartoon character, a fairy tale, and with a favorite toy. This is private method art therapy.

As the main method of corrective action, a doll is used as an intermediate object of interaction between a child and an adult (psychologist, educator, parent)

The child, learning the real world, its social connections and relationships, actively projects the perceived experience into a specific game situation. Dolls have been the main object of such social projection for quite a long time.

Puppet therapy is widely used to resolve intra- and interpersonal conflicts, improve social adaptation, corrective work with fears, stuttering, behavioral disorders, as well as for working with children who have emotional trauma. Favorite toy "participates" in the performance, the plot of which is traumatic for the child, gets into scary story and deal with it successfully. As the plot unfolds, the emotional stress of the child grows and, having reached its maximum severity, is replaced by violent behavioral emotional reactions (crying,., laughter, etc.) and the removal of neuropsychic stress.

Possible individual and group form puppet therapy.

PSYCHO-GYMNASTICS

Psycho-gymnastics is a method in which participants express themselves and communicate without the help of words. This is an effective means of optimizing the socially perceptual sphere of the individual, as it allows you to pay attention to the "body language" and spatio-temporal characteristics of communication.

The term "psychogymnastics" can have a wide and narrow meaning. Psycho-gymnastics in the narrow sense is understood as games, etudes, which are based on the use of motor expression as the main means of communication in the group. This kind of psycho-gymnastics is aimed at solving the problems of group psycho-correction: establishing contact, relieving stress, working out feedback, etc.

AT broad sense psycho-gymnastics is a course of special classes aimed at developing and correcting various parties the human psyche, both cognitive and emotional-personal spheres.

Psycho-gymnastics as a non-verbal method of group work involves the expression of experiences, emotional states, problems with the help of movements, facial expressions, pantomimics; allows clients to express themselves and communicate without the help of words. This is a method of reconstructive psycho-correction, the purpose of which is to understand and change the personality of the client.

The goals of applying psychological correction (psycho-correction) are optimization, correction and normalization of any mental functions of a person, deviations from the optimal level of his individual psychological characteristics and abilities. There are five types of psycho-correction strategies (Yu.S. Shevchenko):

1. Psychocorrection of individual mental functions and components of the psyche (attention, memory, constructive and verbal thinking, phonemic perception, manual skill, cognitive activity etc.), or personality correction.

2. Directive or non-directive strategy of psycho-corrective influence.

3. Correction directed at the individual or centered on the family.

4. Psychocorrection in the form of individual or group lessons.

5. Psychocorrection as a component of clinical psychotherapy in the complex treatment of neuropsychiatric diseases, or as the main and leading method of psychological influence on a person with behavioral deviations and social adaptation.

Unlike psychological counseling in psychocorrection, the role of the client or patient turns out to be not so active and even more often passive. Correction implies the development of new psychologically adequate and profitable skills in the process of specially designed training programs. The activity of the client or patient consists only in the desire to change, but not in the existential work on oneself. The man is ready to "hand over himself" clinical psychologist or a psychotherapist in order to make up for the existing shortcomings, correct deviations, instill new skills and abilities. Even we are talking about the psycho-correction of personal or characterological properties, it means that the main way of changes and psychological assistance should be

should be a process of learning to effectively accept yourself and reality, not philosophical reflection their place in the world, their capabilities and abilities.

Psychocorrection, in contrast to psychological counseling, uses as its main methods manipulation, formation and control by a person, having clear ideas about the desired state, the level of development of mental functions or individual personal qualities. Standards and ideals are given. A person acts as a material from which an image that is optimal for him or ideal for society is “molded”. The responsibility for psychological change rests solely with the psychologist. The spectrum of manipulative techniques is classic: from Carnegie's advice to neurolinguistic programming and various trainings (female charm, personal growth, sexual training, etc.).

AT clinical psychology psychocorrection is used when the client has psychological problems arising in connection with characterological deviations and personality anomalies, as well as with neurotic psychosomatic disorders Oh. The development of optimal skills occurs in the process of training, among which the most famous are: auto-training, behavioral (behavioral) therapy, neuro-linguistic programming, psychodrama, transact analysis (E. Bern).

Autogenic training (autotraining) is a technique aimed at mastering the skills of mental self-regulation using relaxation methods. Relaxation (relaxation) is understood as a state of wakefulness, characterized by reduced psychophysiological activity, felt either throughout the body or in any of its systems. In clinical psychology, especially in psychosomatic disorders and diseases, such varieties are used as the actual autogenic training with the so-called. neuromuscular relaxation and biofeedback technique.

At progressive muscle relaxation a person is trained to control the state of the muscles and induce relaxation (relaxation) in certain muscle groups in order to remove the secondary emotional tension. autogenous workout is carried out in several stages, aimed at mastering exercises to relieve neuromuscular tension to a specific muscle or muscle group, followed by the formation of a “habit of rest”.

biofeedback technique is built on the principle of conditioned reflex fixing of the skill to change one's somatic state while controlling it with the help of various devices (Figure 26).

During the training, the patient independently controls the biological functioning of his body with the help of the device (from the rate of elementary biochemical reactions before complex types activities) and learns to change it by applying various ways self-regulation. There are the following types of biofeedback (A.A. Aleksandrov):

Electromyographic biofeedback

Temperature biofeedback

Electrodermal biofeedback

Electroencephalographic biofeedback

With electromyographic biofeedback, the process of relaxation of a particular muscle or muscle groups is learned, as well as general relaxation. Temperature biofeedback technique allows you to gain the skills of expansion and contraction peripheral vessels that leads to changes in body and limb temperature. Electrocutaneous biofeedback makes it possible to learn how to control galvanic skin reactions by influencing sympathetic nerve activity. With electroencephalographic biofeedback, the formation of skills occurs.

kov changes in the bioelectrical activity of the brain by changing the ratio of waves of different frequencies and, first of all, increasing alpha activity to reduce the level of excitability and calm.

Behavioral psychotherapy replete with techniques based on the development of conditioned reflex activity in order to relieve psychopathological symptoms or skills of adequate habits instead of inadequate, neurotic ones. The most well-known techniques are the "systematic desensitization" and "paradoxical intention" techniques used to treat obsessive fears. At "systematic desensitization" a person is immersed in a situation that causes fear (imaginary or real) with the formation of a new adequate reaction to the situation and the attenuation of the old painful one. The technique called "paradoxical intention" is aimed at changing the patient's attitude to phobias by “turning over” this attitude and bringing the situation to the point of absurdity (with ereitophobia, fear of blushing, learning to set yourself up like this: “Well, show everyone how you can blush. Let everyone see how you succeed." The task of the paradoxical intention is to deprive the emotionally negative reinforcement of fears, replacing them with irony and humor.

Neuro Linguistic Programming is a system psychological manipulation based on the study of the linguistic meta-model of a person, the essence of which lies in the recognition of the stereotype for each group of people or one person of the linguistic system of knowing the world and oneself, expressing feelings and solving problems. To do this, in neurolinguistic programming (NLP) there is the concept of modality - the most typical and characteristic way for an individual to perceive and reflect the surrounding reality. There are three types of modality: visual, auditory and kinesthetic. After identifying dominant modality a person is supposed to correct his behavior, which may or may not be realized by the person himself. In the first case, we can talk about managing an individual, in the second - about manipulating him with the help of verbal and non-verbal methods. The goal of programming is to develop a specific behavioral strategy that is desirable for a person or environment.

Within the framework of neurolinguistic programming, several techniques are used: "anchoring", "swipe", "explosion", "metaphor".

The main one is considered "reframing" - the reshaping of the personality, giving it a new given form. Reframing is based on the following basic provisions of neurolinguistic programming:

1. Any symptom, any reaction or behavior of a person is initially protective and therefore useful; they are considered harmful only when used in an inappropriate context;

2. Each person has his own subjective model of the world, which can be changed;

3. Each person has hidden resources that make it possible to change both subjective perception, and subjective experience, and the subjective model of the world.

Reframing is carried out most often in six stages. The first is to identify the symptom; on the second, the patient is invited to make a kind of splitting himself into parts (healthy and pathological, represented by a symptom) and come into contact with the part responsible for the formation and manifestation of the symptom, and comprehend the mechanism of its occurrence; on the third stage, the symptom is separated from the original motive (intention); on the fourth - the discovery of a new part that can satisfy this intention in other ways with "setting the anchor" ( association between events or thoughts); on the fifth and sixth - the formation of the consent of the whole I to a new connection.

During psychodrama there is a person playing roles in order to study the inner world and develop skills for optimal social behavior. As a rule, psychodrama is used when an individual has characterological deviations and an "inferiority complex". Man in progress gaming activity assimilates stereotypes of behavior in various life situations, tests them, chooses the most suitable for him and thereby overcomes communication problems.

Transactional Analysis considers a person's personality as a set of three states of "I", conditionally named Parent, Adult and Child. Their essence is a genetically programmed pattern of behavior and manifestation emotional reactions. The child manifests himself as infantile traits of character and attitude to reality, the Adult - signs of a mature mental activity, and the Parent is characterized by the presence of normative and evaluative stereotypes of behavior. Psychological interaction

Action, from the point of view of E.Bern, occurs in the form of a dyadic contact (transaction) when using certain roles. primary goal transactional analysis is to make the individual understand the features of his interaction with others with the help of appropriate terminology and teach him normative and optimal behavior.

Psychotherapy

Psychotherapy is one of the types of psychological assistance and psychological impact on the patient in order to relieve psychopathological (primarily neurotic and psychosomatic) symptoms. As shown above, psychotherapy belongs to the field of medical activity, because: a) it combines psychological and general medical knowledge regarding indications and contraindications; b) imposes liability (including criminal liability) on the psychotherapist for improper or inappropriate (unqualified) use of methods and methods of psychotherapy.

Traditionally, there are three approaches to psychotherapy: psychodynamic, behavioral (behavioral) and phenomenological: Their differences are presented in Table 23 (N.Karasu).

The goal of psychotherapy in the narrow sense of the term is to heal the patient from psychopathological symptoms within the framework of neurotic, characterological (personal) or psychosomatic disorders. The choice of a specific psychotherapeutic technique depends on a number of objective and subjective factors. Among the objective stands out:

The nature of the psychopathological symptom (syndrome)

Etiopathogenesis of mental disorders

Individual psychological characteristics of the patient

Among the subjective parameters, importance is attached to: a) the individual psychological characteristics of the psychotherapist; b) the breadth of his psychotherapeutic knowledge and skills; c) situational moments (availability of time and appropriate place for a psychotherapeutic session).

Orientation to the selected clinical parameters is justified by the effectiveness of certain methods practiced by certain psychotherapists under certain conditions. mental states and patient processes.

Portal for the student. Self-training

It refers to psycho-corrective methods. Psychocorrection and its types

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Methods of psychocorrection

Scope of application of psychocorrection

1. Correction of the emotional development of the child;

2. Correction of sensory-perceptual and intellectual activity;

3. Psychocorrection of the behavior of children and adolescents;

4. Correction of personality development.

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Features and types of psychocorrection

Methods of psychocorrection

General provisions

Methods of psychocorrection

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Scope of application of psychocorrection

Psychocorrective technologies

see also

See what "Psychocorrection" is in other dictionaries:

Portal for the student. Self-training

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

Methods of psychocorrection

Scope of application of psychocorrection

1. Correction of the emotional development of the child;

2. Correction of sensory-perceptual and intellectual activity;

3. Psychocorrection of the behavior of children and adolescents;

4. Correction of personality development.

Similar Documents

Features and types of psychocorrection

Methods of psychocorrection

General provisions

Methods of psychocorrection

History of psychocorrection

The main types of psychological correction

Scope of application of psychocorrection

Psychocorrective technologies

see also

See what "Psychocorrection" is in other dictionaries:

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