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, when I ask if this was the case, clarifies that the King looked sad, and my colleague plays the role of the King accordingly.
Director's instructions: "All the actors now lie down as if they are 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 means and materials necessary for introducing 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 the practical activities of a 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 tools Non-specific tools Stimulus material1 Interpretive means technical material Auxiliaries A set of the "Box of shapes" type Volumetric geometric shapes (cube, prism, cylinder, ball, cone) Folding pyramids Detachable matryoshka 3-4 sets of sequences plot pictures Sets of cards united by a given attribute (group, etc.) Printed material with diagrams, matrices, contour and figurative images 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 psychological interaction Colored pencils, felt-tip pens, watercolors, landscape sheets of various formats, 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 plot-role-playing games of preschoolers, complete with substitute items

Some types of construction and simulation kits

Balls and toys for gender differentiation, etc. (see paragraph 2.1) 1The table includes psychological tools necessary for some diagnostic techniques: "Box of forms", "Pyramids", "Matryoshka". "Sequence of pictures", "The most dissimilar", "Classification", "Wenger's complex". This list is not complete and complete.

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 made up of materials and means that ensure 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 gaming activity("Playroom").

And vice versa, a practicing psychologist, whose theoretical basis of 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 - CAT1, blurry color spots - the Ror-shah technique, image settings - " Family drawing”, “Drawing of a non-existent animal” (more details about this toolkit can be found on pp. 197-199).

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 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 tools2.

1 CAT (Child Apperception Test) - Children's apperception test.

2 These requirements refer to a specific type of psychological instrumentation.

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 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.

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 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.

More on the topic 2.2. Psychological toolkit:

1. Psychotechnical tools. Special therapeutic techniques.
2. Practical Toolkit: The Edinburgh Questionnaires
3. Psychological assistance, psychological assistance, psychological support and psychological support
4. PSYCHOLOGICAL INFORMATION BULLETIN PSYCHOLOGICAL SCIENTIFIC AND METHODOLOGICAL JOURNAL "Easter" Psychological Review

Page 1

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. stands out

the main types of psychological tools in relation to the practical activities of a psychologist. It's specific

psychological tools (actually psychological tools) and a non-specific type designed to accompany or technically support psychological activity. Further differentiation of means and materials is carried out

according to 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 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)	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 preschool children. 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 - CAT *, blurry color spots - the Rorschach technique, image settings - “Family Drawing”, “ A drawing of a non-existent animal” (more details about this toolkit can be found on pp. 197-199).

So am I sleeping or not? Or what somnology studies (conclusion)
In addition to direct sleep disorders, somnology also studies the characteristics of diseases that can develop during sleep - the same disease can debut both in the waking state and in sleep. Doctors have noticed that diseases that develop in sleep tend to be more severe. This applies to strokes, heart attacks, bronchial attacks ...

Study Methods
Experimental The study of perception in science proceeded experimentally. The history of science knows numerous experiments aimed at studying the properties of perception, patterns, factors affecting its productivity, etc. Let's take an experiment as an example. American psychologist I. Kohler on the restructuring of space...

Family types (complete - incomplete, prosperous - dysfunctional)
A.S. Makarenko attached particular importance to the structure of the family. He introduced the concept of "full" and "incomplete family", meaning by this a family that does not have a father or mother. Both the upbringing and the successful socialization of the child depend on the structure of the family. To complete families stepfamilies with a stepfather or stepmother are also usually included. These families are...

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.

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 shapes (cube, prism, cylinder, ball, cone) folding pyramids Detachable matryoshka 3-4 sets of sequences fancy pictures 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)

______________________________

* The table includes psychological tools necessary for some diagnostic techniques: “Box of Forms”, “Pyramids”, “Matryoshka”, “Sequence of Pictures”, “Most Dissimilar”, “Classification”, “Wenger Complex”. This list is not complete and complete.

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 preschool children. This means that his psychological toolkit will be made up of materials and means that ensure 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 the projection of personal and emotional characteristics: photographs with a feathered image - CAT1 *, blurry color spots - the Rohr Shah technique, image settings - "Family Drawing" , “Drawing of a non-existent animal” (for more information about this toolkit, see pp. 197-199).
_____________________
*CAT (Child Apperception Test) - Children's apperception test.

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 tools*2.
___________________
*These requirements refer to a specific type of psychological instrumentation.

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” technique, 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.

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Psychological tools of a teacher-psychologist

Introduction

1. Psychological toolkit

2. Psychodiagnostic methods in the activity of a practical psychologist

3. Receipt psychological information in the work of a psychodiagnostic

4. How a psychodiagnostician receives psychological information about a client

5. Features of the use of psychodiagnostic data in the provision of psychological assistance

6. Problems of applying psychodiagnostic data in pedagogical social practice

7. Interview as the main method of psychological counseling

8. The conversation process

9. Non-reflective listening

10. Questioning technique

11. Empathic listening

12. Reflective listening

13. Finding out

14. Paraphrasing

15. Reflection of feelings

16. Summary

17. Clinical method in psychological counseling children

Introduction

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 a corrective-diagnostic interaction with a practical psychologist and its effective implementation. (Martsinkovskaya T.D. Children's practical psychology: textbook. - Moscow: Gardariki, - 2000. - 255 p.)

1. Psychological toolkit

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.

What are the requirements for psychological tools. 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.

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.

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 shapes (cube, prism, cylinder, ball, cone) Folding pyramids Detachable matryoshka 3--4 sets of story picture sequences Sets of cards united by a given attribute (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, felt-tip pens, watercolors, landscape sheets of various sizes, colored paper, scissors, etc.	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 for sexual differentiation, etc.

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.

2. Psychodiagnostic methods in the activity of a practical psychologist

Practical psychodiagnostics- the field of application of psychodiagnostic procedures in practice, implies a certain level of professional training of a psychodiagnostic.

In practice, a psychodiagnostician must have the skills to distinguish between two situations: the situation of the client and the situation of the examination. In the first situation, the client voluntarily takes part in the diagnostic procedure, he is interested in obtaining objective results, as he wants to receive help. In a situation of examination, a person is forced to undergo an examination, and may even resort to simulating symptoms in order to distort the results, to pursue personal goals. In the study, the psychodiagnostic must be able to determine how the subject perceives the examination. The psychodiagnostic norms of the client's situation will have a significant difference from the norms of the examination situation, it is necessary to distinguish between them.

A psychodiagnostic technique is a folded psychological problem solved, where there is a way to obtain psychological information, its possible options and the meaning of these options (or interpretation from the point of view of the author of the technique).

Like any work with super-complex devices, the work of a psychodiagnostic requires, first of all, knowledge of the rules for operating these devices - methods of methods. These are those professional skills in the application of methods that are formed on the basis of scientific knowledge and direct experience with the method, which cannot be included in the reflected scientific knowledge, that is, it includes such important personal characteristics of a person as intuition, individual experience, an individualized style of thinking and other features of an individual professional style. This is the level of mastery of the methodology when the psychodiagnostician, based on his impression of the researcher, can accurately predict the results of his work with a particular methodology. Behind this is a huge experience, professional observation, accuracy of perception of a person and situations of interaction with him.

Main scientific category, with which the psychodiagnostic practitioner works - this is the category of the age norm of personality development and the age norm mental development. In addition to the scientific, theoretical, reflected content of these categories, a psychodiagnostician is obliged - this is his professional duty - to know the ethical standards for applying the results of his work. It can be said that in interaction with the client, the psychodiagnostician himself, in addition to the psychological tasks of the client, solves his professional, ethical and moral tasks.

In order for the solution of the tasks of interaction with the client to be correct, the psychodiagnostic must accurately represent the content and purpose of the methods that he uses, know them theoretical background and criteria of reliability, validity, reliability. In addition, he must clearly understand real situation survey, to see the responsibility for obtaining, using and storing psychological information by all participants in the survey situation.

The diagnostic practitioner must be able to take into account the specific circumstances of the examination, their impact on the individual results obtained and the comparison of these individual results with the regulations.

So, a psychodiagnostic practitioner, unlike a psychologist engaged in theoretical psychodiagnostics, works with a specific unique situation, even if it is a situation of mass examination. The uniqueness of the situation lies in the fact that each time it is a new relationship with the Customer, Client or User of psychological information, which the psychologist needs to solve as ethical or moral tasks of interaction.

3. Obtaining psychological information in the work of a psychodiagnostic

Psychodiagnostic practitioner uses ready-made methods. How does he get psychological information about the client? Let's dwell on this in more detail.

To understand the means and methods of obtaining psychological information, it is necessary to distinguish between the tasks of the client and the tasks of the psychologist in a psychosocial situation. diagnostic work.

The client builds his interaction with the psychologist-diagnostician depending on how this situation appears to him: the situation of expertise or the situation of psychological assistance.

In a situation of expertise, clients are so focused on socially approved norms that they are ready to give up even the slightest signs of individuality, instantly adjusting to even the slightest emotional reaction expert.

Situations of examination impose on the methods of work of a psychologist-diagnostician strict requirements for the security of his methods from possible falsification or a conscious strategy of the subject. Below we will describe in detail those methods of obtaining psychological information that meet these requirements to a greater extent, for the time being we will only indicate that these are expert, “clinical” methods or projective and dialogue methods.

In a situation of providing psychological assistance, the interaction between the client and the psychodiagnostic is built in a completely different way. The client is ready to follow all the instructions, he introduces his own into them, clarifies, asks again, asks for more and more tasks. This situation drastically increases the demand for personal qualities psychodiagnostic, to his ability not to confuse professional work and personal relationships with clients.

For a psychodiagnostic, there is a need to clearly reflect on their tasks of interaction with a client - this is one of the features of the situation of professional work with a client for a practicing psychodiagnostic.

These are two fundamentally different situations from the point of view of the client and the psychodiagnostic, in which the psychologist has to solve his professional tasks, the main one being obtaining reliable psychological information.

Psychodiagnostics, practical psychodiagnostics is an infinitely complex field of practical psychology, a special psychological specialty. So far, we only dream of the time when our society will be ready to use these specialists, taking into account the necessary specialization within the most practical psychodiagnostics, as is the case in many countries of the world.

4. As a psychodiagnosticno psychological information about the client

Of course, it all starts with the perception of another person and observation of him in the course of the survey, where already used specific methods or techniques. What does the observation of a psychodiagnostic give us?

Let us dwell on some data of observation of a person's behavior in a situation of psychoanalysis. diagnostic examination, which reliably, according to psychodiagnostics, speak of stable features psychological reality person.

We will use the material published in the book "The experience of a systematic study of the child's psyche", edited by N.I. Nepomnyashchaya (M., 1975). When describing the types of values ​​of primary school children obtained in the course of a psychodiagnostic examination, the authors cite the following observational data on the behavior of children during the experiment (work on compiling stories or sentences on subject pictures): children with the value of real-practical functioning behaved tensely, stiffly. They accepted the situation of the experiment as “training”, the selection of pictures by them was not ordered, random. Orientation towards the reaction of the experimenter was clearly expressed - "guessing what is required." Playful manipulation of pictures during storytelling was also noted. At the same time, uncertain, inexpressive or everyday, colloquial intonations prevailed in the speech.

A completely different behavior was observed in children with a value attitude towards themselves. Excitation by the end of the experiment is replaced by concentration. The situation of the examination of the child is semi-educational, semi-communal, the assessments of the psychodiagnostic affect the quality of work. Children have a very active attitude to the instruction, they ask it again, clarify it several times, while collecting pictures, ordering, according to some rule put forward by themselves, while showing independence and organization. They preliminarily compose a story, ask for time to think it over. When telling a story, they are guided by the experimenter, reciting or dictating their text.

These distinctive features of behavior, which a psychodiagnostician can obtain in the course of observing a client, are compared with other results obtained in the course of diagnostic procedure. So, in the above study, they were compared with the content of the displayed subject area, with the displayed elements of this area, with language features stories. Children with the value of real-practical functioning are prone to a formal, concrete reflection of everyday life, to the formal fixation of objects and their functions. They have simple sentences in the story, poor vocabulary, no plot.

Children with the value of attitude towards themselves in their stories specifically reflect life, describe specific specific educational details, mention communication. Their stories represent people, human actions with objects, situations of using objects, contain simple and complex sentences, straight line and indirect speech, participial phrases, rich vocabulary, different plots.

Thus, observation in the course of psychodiagnostic work is determined by the theoretical, generalized position of the psychologist, his ability to see behavior as a manifestation of psychic reality. Let us dwell on some more examples of the client's behavioral features that a psychodiagnostician can highlight in observation. Let us dwell on the clinical characteristics of some features of autistic children Lebedinskaya K.S. Nikolskaya O.S. Diagnosis of early childhood autism. -- M., 1991

The main feature of their behavior is detachment from reality, isolation from the world, absence or paradoxical reactions to external influences, passivity and super-vulnerability in contacts with the environment as a whole. This is autism (from the Latin word for self). The child does not seem to notice anyone around, he does not respond to questions, does not ask anything, does not ask for anything, avoids looking into the eyes of another person, often even his mother. He does not seek contact with peers, he does not play with them, but next to them. When trying to involve such a child in interaction, he experiences anxiety and tension.

An autistic child strives to preserve the familiar, constant in the environment: the environment, clothes, food. It looks like stereotype and monotony, but when trying to break it, when other people interfere, the child develops anxiety, aggression or self-aggression.

The pretentiousness of posture, movements, facial expressions gives the impression of "woodiness", puppetry, movements are devoid of plasticity, poorly coordinated. These children suffer from expressiveness of speech. This may be a “parrot”, phonographic or rich in neologisms, the pronoun “I” is absent in it for a long time, the child speaks of himself in the second or third person. Speech is not used for dialogue, it is stereotyped.

The autistic child has a disturbed sense of self-preservation - he is amazingly fearless. At the same time, fearlessness can be combined with fear of simple objects or their individual properties. Such children are particularly attracted to rhythm as a variant of stereotypy.

The look of an autistic child is not fixed on the speaker, he does not respond to an appeal to him, this gave reason to talk about his face as the face of a prince. The "prince's face" often in autistic children from birth is unusually expressive, with an intelligent, meaningful look, refined facial features.

These are just a few of the behavioral symptoms of an autistic child that a psychodiagnostician can see through observation.

The observation of a psychodiagnostic is organized by his ideas about age norm behaviors that make it possible to capture a real match or discrepancy from what he sees in the observation. The classification of the facts of the client's real behavior allows us to formulate a hypothesis for solving a psychological problem.

For example, a psychodiagnostician in observation notes motor disinhibition or hyperdynamic syndrome, which manifests itself in the fact that the child is restless, restless, not focused enough, impulsive. This may be a symptom of family alcoholism or pedagogical neglect of the child. Putting forward hypotheses about the origin of the observed symptoms, the psychodiagnostic compares it with the content of the order for his professional work and decides on the choice of specific methods for examining the child. In order for the examination to provide reliable information, the psychodiagnostic restores the broader context of the origin of the symptoms by asking questions in the form of a clinical conversation. sample questions, which a psychodiagnostician can ask about a child, look like this according to the book by I. Shvantsaro et al. “Diagnostics of Mental Development”. -- Prague, 1978:

1) Biting his nails? 2) Thumb sucking? 3) No appetite? 4) Picky about food? 5) Falling asleep slowly and with difficulty?

Once again, we draw attention to the fact that questions for a clinical conversation are formed in accordance with the theoretical position of the psychologist. The choice of questions depends on the order for psychodiagnostic work and on the results of the psychologist's observation of the client's behavior in the examination situation. The data obtained during the clinical conversation is refined and compared with the results of the client's work according to the methods.

Thus, general scheme obtaining psychodiagnostic data can be represented as follows

Scheme for obtaining psychodiagnostic data

From the customer's point of view	From a psychologist's point of view
1 Evaluation of the situation as an expert or psychological assistance situation	1. Acceptance of the order. Defining customer interaction tasks
2. Real behavior in the survey situation.	2. Classification of symptoms of behavior; development of hypotheses.
3. Participation in a clinical conversation.	3. Clarification of hypotheses in the course of a clinical conversation.
4. Working with methods.	4. Conducting a survey using psychodiagnostic techniques.
5. Getting results.	5. Processing of results; generalization of results.
6. Perception and use of results.	6. Discussion of the results of psychodiagnostics with colleagues.

What observation data does a psychodiagnostician use to select research methods, to build a clinical conversation? This is determined by the development of his ideas about mental reality. It seems to us expedient in this regard to carry out constant work by a psychodiagnostic to systematize his observations of clients in order to improve the observation process.

Working with methods, a psychodiagnostic uses not one method, but several - a battery of methods. The choice of a battery of methods cannot be arbitrary, it must at least meet the following requirements:

3) interpretation of the obtained results, based on the assumed multifactorial relationships between the obtained data.

Interpretation of diagnostic data can be carried out either as a process quantification, that is, the result obtained is compared with a certain norm, or in the form qualitative analysis, in which the obtained data are compared with a number of standards, the value of which is precisely determined. This interpretation has several levels. Immediate, immediately following the results of working with the methodology, the interpretation determines the significance of the result itself. For example, the problem is solved correctly - incorrectly, the behavior is active - passive, etc.

This interpretation already involves evaluating the results according to a certain criterion, that is, their formal evaluation or normatively colored one appears, for example, if the psychologist registers that the client completed the task at a time specified by the standards or completed the number of tasks specified by the standards.

Interpretation of a more complex level involves the inclusion of data in a certain system. In some aspects, this level of interpretation abstracts from certain qualities of psychic reality. It must be taken into account that what harder level interpretation, on which the psychodiagnostician works, the more general and less reliable his data become. This is especially important and responsible when transferring the interpreted psychological information to the client.

The methods used by the psychodiagnostician make it possible to interpret them, proposed by the author (authors) of the methods. The ability of a psychodiagnostic to compare different theoretical approaches for solutions specific task client give his work a heuristic character.

Thus, obtaining psychological information in the work of a psychodiagnostic is the organization of interaction with the client, during which data can be obtained that reflect his mental reality in the results of observation, clinical conversation, in the data of working with a battery of techniques interpreted by the psychologist.

5. Features of the use of psychodiagnostic data in the provision of psychological assistance

A practical psychodiagnostic uses the category of norm in his work. This makes his work especially significant for the person to whom he provides psychological assistance, that is, it affects his mental reality. Category use mental norm leads to the fact that all the psychological tasks of the client, to one degree or another, are turned to social or ethical tasks.

One of the main questions that a client asks a psychodiagnostic about the results of his work is the question: “What does this mean?”

In order to be able to receive, process, communicate the results of psychodiagnostic work to provide psychological assistance, the psychodiagnostic, in our opinion, needs to clearly imagine the following features of the client's mental reality.

1) The degree of its structure, which is expressed in the content of the client's reflection on mental reality.

2) The attitude of the client to his psychic reality, that is, the attitude of the client to his individuality.

3) Features of the perception of a psychologist as a source of psychodiagnostic information.

The area of ​​providing psychological assistance in the work of a psychodiagnostic can be described in the form of the following questions addressed to psychic reality.

1) What is going on?

The answer to the first question involves the work of a psychodiagnostic to describe the client's psychic reality and communicate this description to him. The client himself will be responsible for the use of this information and the degree to which it is included in his reflective experiences. In this case, the psychodiagnostic reports psychological information that the client perceives consciously. The psychologist must prepare the client for the perception of this information by establishing contact with him, clarifying the task of interaction. In solving a psychodiagnostic problem, the psychologist clearly focuses on its content and the adequacy of its perception by the client.

When transmitting psychological information, the psychodiagnostic seeks to receive from the client feedback, according to the content of which he determines the client's attitude to information and to himself as a source of information.

To this end, the psychodiagnostic may ask the client to repeat the information given to him or ask a direct question about how clear the information is. Naturally, one of the main points in the transmission of psychodiagnostic psychological information is its non-estimation. To do this, the psychologist conducts a preliminary conversation with the client, during which he tries to show him various tasks social or ethical and psychological tasks, which the psychodiagnostic solves.

The professional task of a psychodiagnostic, associated with the characterization of psychic reality, is to solve the question "What is happening?" This task involves the use of standardized methodologies.

In this regard, these standardized measuring methods-tests are used as a means of providing psychological assistance, if the psychologist is sure that the client is able to integrate the data obtained in them into his reflective experiences. One of the indicators of such readiness of the client is, in our opinion, the client's conscious desire to structure his experiences.

AT general view it can be argued that the provision of psychological assistance through the communication of objective, reliable psychological information allows the client to structure his own experiences.

At the same time, the use of clinical methods for this purpose, rather than standardized ones, which, as we have already noted, include projective and dialogue methods, makes it possible to obtain individualized data to a greater extent. This path is most productive when we are talking about the features of psychological reality that are difficult to objectify, in relation to the variability of which it is difficult to create a fixed model. It is this fixed operational model that underlies the acquisition of psychometric data.

At the same time, the advantages and disadvantages of using both standardized and clinical methods in the provision of psychological assistance should be clearly controlled by the psychologist.

So, the indisputable advantages of tests include the objective nature of the procedure, the possibility of rechecking the results, which is based on the fulfillment by the compiler of the tests of the requirements of psychometry, that is, the requirements of representativeness, reliability, validity. Representativeness -- compliance of the test norms of the standardization sample with the test norms of the population on which the test is applied. Reliability - the stability of the measurement procedure, independence from random variables. Validity is the conformity of the methodology to the concept being measured.

If all these psychological procedures are not performed in relation to the text, then its use is not scientifically substantiated, but just as arbitrary as any everyday situation of understanding each other by people. The result will depend on many chances.

Knowledge of psychometrics gives the psychologist necessary material to understand the limitations of the methods, those assumptions that were made by their authors for the purposes of the study.

When working with a test, a person is active and can apply such a method of action, such an attitude to the situation of the task, which the developed methods did not provide for at all.

The range of application of tests is very narrow and often comes down to the sample on which the test was developed.

The use of clinical methods to provide psychological assistance also has its own characteristics.

Using the clinical method as a method of providing psychological assistance, the psychodiagnostician should focus on the following real interactions with the client:

the adequacy of the reflection by the client and the psychologist of the task of diagnosis;

Reflection by the psychologist of the main factors of the diagnostic examination;

Reflection by the psychologist of the degree of conformity of his personal semantic field and the content of the scientific categories used by him.

The latter is also necessary as a means of interaction with colleagues based on the results of work using clinical methods.

Using clinical methods to establish a psychological diagnosis (“What is happening with the client?”), the psychodiagnostician has a rather intense impact on the client’s mental reality, since with his questions and tasks he encourages him to new experiences about the information received. The psychodiagnostician, asking diagnostic questions when applying the clinical method, is obliged to take into account all the features of behavior during the examination, since the influence of the psychologist's questions and the client's answers rebuilds the examination situation - there is a mutual personal influence of the psychologist and the client. The psychodiagnostician must separate the effect of this influence from the information that he will use as diagnostic.

Let us consider the features of the work of a psychodiagnostic with the task of psychological forecasting (“What will happen next?”).

Psychological prognosis is one of the types of psychological assistance when communicating psychodiagnostic information to a client. In order to make a prediction, the psychologist must very clearly decide for himself the question of the content of pedagogical optimism, that is, the question of the possibility of a purposeful change in the properties and qualities of the personality of a child and an adult.

The theoretical position of the psychodiagnostic determines his pedagogical optimism. Clinical experience communication with people constant reflection on the content of his professional activity gives the psychodiagnostic material for prognostic diagnostics. In this regard, we refer to some results clinical trial children with family alcoholism. The researchers note that these children have a limited experience of emotional communication, due to which they are impulsive, superficial and unstable in emotional contacts with people. This feature of the emotions of the children of alcoholic parents makes it possible to reasonable forecast that the use in their upbringing of methods of censure, punishment, ignoring them and other techniques that fix the child's attention on his negative qualities, is inefficient. This happens because the emotional superficiality of children smooths out negative experiences and contributes to their rapid displacement from consciousness.

At the same time, positive emotions are more persistent and regulate their behavior more effectively. The opportunity to experience a positive emotion pushes these children to perform labor-intensive and even insufficiently attractive activities. This explains many of the deviations in their behavior that occur at the beginning of schooling.

The effectiveness of prognostic diagnostics increases significantly if the psychodiagnostician owns the risk factors that characterize the mental development of a child at each age. In this sense, risk factors at preschool age we can consider the following features of the child's behavior that can be used in prognostic psychodiagnostics:

pronounced psychomotor disinhibition; difficulties in developing inhibitory reactions and inhibitions that contribute to age-related requirements; difficulties in organizing behavior even in game situations;

The child's tendency to cosmetic lies - to embellish the situation in which he is, as well as the tendency to primitive fictions that he uses as a way out of a difficult situation or conflict; the child is very suggestible to incorrect forms of behavior, sometimes they say about him that everything bad sticks to him, the child imitates deviations in the behavior of peers, older children or adults;

infantile hysteroid manifestations with motor discharges, loud insistent crying and screaming;

impulsiveness of behavior, emotional contagiousness, irascibility, which causes quarrels and fights of the child, even on a minor occasion;

Reactions of stubborn disobedience and negativism with anger, aggression in response to punishments, remarks,

bans; enuresis, encopresis, runaways as responses to protest.

AT primary school age risk factors that should be taken into account in predictive psychodiagnostics are the following behavioral features that a psychodiagnostician can obtain using clinical methods:

combination of low cognitive activity and personal immaturity, which contradict the growing demands for social role schoolchild;

Increased sensory thirst in the form of a desire for thrills and thoughtless impressions;

· accentuation of drive components: interest in situations involving aggression, cruelty;

The presence of unmotivated mood swings, conflict, explosiveness, pugnacity in response to minor demands or prohibitions; accompanying such affective outbreaks with pronounced vegetative-vascular reactions, their completion with cerebrosthenic phenomena;

Negative attitude to classes, episodic absenteeism of individual "uninteresting" lessons; running away from home when threatened with punishment as a reflection of defensive reactions of refusal;

Reactions of protest associated with unwillingness to go to school, refusal of self-training classes; deliberate failure to do homework "in spite" of adults; hypercompensatory reactions with the desire to attract attention negative forms behavior - rudeness, vicious pranks, failure to comply with the requirements of the teacher;

identification by the end of training in primary school mass school of persistent knowledge gaps in the main sections of the program; the impossibility of mastering further sections of the program due to weak intellectual prerequisites and lack of interest in learning;

Growing attraction to asocial forms of behavior under the influence of older children and adults;

defects in education in the form of lack of control, neglect, rude authoritarianism, antisocial behavior family members.

For adolescence risk factors that affect the mental development of the child, which must be taken into account in prognostic diagnostics, are the following:

Lack of reduction of the features of mental immaturity, that is, the preservation of infantilism of judgments, extreme dependence on the situation, inability to influence it, a tendency to avoid difficult situations, weakness of the reaction to censure;

early manifestations of drives during intensification or early onset sexual metamorphosis. Increased interest in sexual problems; in girls, a hysterically patterned coloration of behavior associated with sexuality; in boys - a tendency to alcoholism, aggression, vagrancy,

a combination of these manifestations with the lack of expression of school interests, negative attitude to study;

reorientation of interests to the extracurricular environment;

Inadequate learning conditions that hinder the assimilation of the program.

The combination of these factors in prognostic diagnostics gives the psychologist grounds for using them as a short-term or longer prognosis when communicating psychological information about the child to the client.

In addition to the tasks of classifying events and their forecast, the psychodiagnostic solves analytical tasks to the study of the factors causing this or that phenomenon (“What caused it?”).

The results of analytical diagnostics are communicated to the client in accordance with the task of the survey and must take into account the client's ability to use these results independently or with the help of other specialists. When joint work significantly increases the reliability of the identified factors.

The joint work of a psychodiagnostic with specialists of other profiles requires that he carefully observe the norms of moral responsibility for the content of psychological information.

6. Problems of using psychodiagnostic data in pedagogical social practice

These problems require a separate discussion, since a special question arises about the user of psychodiagnostic information. In order to solve these problems from the point of view of the psychologist's professional responsibility for the use of psychodiagnostic information, we will proceed from the fact that today we are dealing with two types of psychodiagnostic examinations - mass and individual.

Mass surveys set the task of classifying phenomena and forecasting. An individual examination is focused on all possible tasks: diagnosis, prognosis, analysis.

Depending on the type of survey, it is possible and necessary to discuss the problem of applying the data obtained in pedagogical and social practice, both of which involve the impact on the life situation of the subject using psychodiagnostic information.

Let us indicate some features of situations of pedagogical and social practice and the specifics of the use of psychodiagnostic data in them. It should be noted that each specific situation in the application of psychodiagnostic information implies that the user has a certain "theory" about mental reality, the knowledge communicated to the user will be structured in accordance with his own "theory" - those edited generalizations that he uses to understand other people. The psychodiagnostician should take into account the presence of such theories, and, if possible, discuss their content with the user of psychological information.

To this end, the conduct of a psychodiagnostic examination, especially a mass one, should be preceded by the work of a psychologist to create adequate attitudes in the subjects to the situation of the examination. Communication in popular science form additional information about the objectives of the study, familiarization of the subjects with the conditions for storing and using information creates an atmosphere mutual trust and makes the examination situation not expert, but diagnostic.

Where the results of the work of a psychodiagnostic are also used by representatives of other specialties, he should provide prognostic information about the subject. This information should contain standardized data, that is, the psychological task of the client - his psychological diagnosis - should be correlated with the system social tasks, suggesting the state of the subject with other people.

In these survey situations, objective tests, questionnaire tests, which can be specially created according to the customer's criteria, are most commonly used.

In pedagogical practice, there are often situations when the data of psychodiagnostics - a psychological diagnosis - are used to influence the client's life by other people - teachers, parents, educators, etc.

In informing these persons of the results of a psychodiagnostic examination, the psychologist must proceed from the fact that each of the users of his information must be prepared for its perception and application. In our opinion, it is advisable for the user to form his personal psychological task in relation to the received psychological information - the task of understanding the significance of this information both for himself and for the person whom they will influence.

It is necessary, when reporting information about the client, in these situations to use data from objective, standardized methods, so that the user receives a more or less long-term forecast in relation to psychological information about the client.

It is important for a psychologist to take into account that in most cases the user evaluative attitude to psychological information and its communication. He must offer socially adequate perception psychological information by entering, for example, the context of the age or individual norm of mental development. This will allow the user to get away from independent interpretation of psychodiagnostic information in the light of their own tasks interaction with the subject.

In addition to the indicated features of the transmission of psychological information, there are problems for pedagogical and social practice related to the procedures for obtaining psychological information in the work of a psychodiagnostician.

Thus, conducting mass surveys, for example, on the readiness of children for school, implies a fairly long presence of a psychologist in the surveyed population. The psychologist must carefully monitor this situation according to the following criteria: non-dissemination of indicators for evaluating the results of children's work; non-dissemination of evaluative psychological information (responsibility of the user for the information received). In addition, the psychologist must prepare the test material in such a way as to exclude the possibility of preparing the client for a normative response to the task. To this end, it is necessary to have (especially for situations of mass individual examination) several options. test tasks. And it is best to offer tasks of the projective type, where the preliminary preparation of the subject is of minimal importance.

When conducting a mass psychodiagnostic survey, the choice of tasks is very important in order to exclude the perception of the survey situation as an expert, examination situation, that is, to remove the orientation of the actions of the researcher towards some correct, good result. When examining children, this must also be taken into account through the attitude of their parents to the situation of the examination.

The use of standard tests for a mass survey implies the moment of simultaneous work of all the subjects on the task, for example, filling out forms, working on a questionnaire, and other procedures. This moment of simultaneity in the performance of the task by all the subjects or extremely independently of each other makes it possible to prevent factors that distort psychological information by discussing the response strategy by the subjects.

So, the main problems of using psychodiagnostic data in pedagogical and social practice are related to the adequacy of the perception of psychological information by the user.

One of the important aspects of social practice is the use of psychodiagnostic information by the psychodiagnostic in communication with a client or fellow psychologists. So, a psychological diagnosis can be the basis for the influence of the psychologist himself on the inner world of the client. This is already the development of a situation of psychodiagnostics into a situation of psychological counseling. In favorable professional conditions, the psychodiagnostician works with other colleagues specializing in other branches of practical psychology, and he transmits his diagnosis to the colleague as a rationale for his actions in relation to the client.

The transfer of a psychological diagnosis for a colleague is a situation of professional reflection for a psychologist and can be considered as a social problem, since it is in this way that qualitative changes occur in the means and methods of his professional activity - his professional growth. This, in turn, leads to a change social status profession, which is especially important now, in the conditions of the formation of the profession of a practical psychologist. The personal responsibility of a psychologist for his professional growth develops into a social problem - the problem of the formation of a social order for his profession.

Passing information to a colleague, a psychologist in lesser degree focuses on some "norms", he can use to a greater extent ideographic techniques, projective and dialogic methods. The results that he will receive and discuss with a colleague are important both as means and methods of his professional activity, as means and methods of professional reflection.

We have already noted that in psychodiagnostic practice there are situations when the psychologist only reports the data, and the client himself uses them. These situations are pedagogical, since a person will influence himself with the help of this information, will be engaged in self-development. In this pedagogical situation, the psychologist is responsible for the correctness of the data, for the accuracy and reliability of his diagnosis, for its ethical aspect, and to a lesser extent for how the diagnosis will be used by the client.

The main requirement for the methods used by the psychologist in these situations is the ease of translating data into the language of the client. This should be learned by the psychodiagnostic himself, observing the basic norms of interaction with the client regarding psychological information:

communicate information, not evaluate it;

report to adequate form receive feedback on the degree of understanding by the client.

7. Interview as the main method of psychological counseling

Describing the interview as the main method of psychological counseling, we proceed from the following preliminary considerations: the psychologist-consultant works with the client's order. If this order involves dialogic work, then it is carried out at a specially appointed time or by another psychodiagnostic specialist. The psychologist-consultant is not engaged in the diagnosis, he analyzes the client's situation as unique, applying special knowledge for this analysis.

The interview is one of special methods analysis of the unique situation of the customer's order in order to create for him alternative options actions, experiences, feelings, thoughts, goals, that is, in order to create greater mobility of his inner world.

What distinguishes the interview from other methods of work of a practical psychologist? First of all, the interview is always individualized, it involves the construction of the subject of interaction between the psychologist and the client. The subject of interaction will be the inner world of the client, the modalities in which it will be described will form the theme of the interaction between the psychologist and the client.

For example, the topic might be the client's experience or a separate topic may be the actions of the client.

It is essential for the interview that the subject of interaction, which determines the relationship between the client and the psychologist, will be the client's inner world. The interview process aims to change the client's attitude towards him in discussing various topics. inner world- make it more dynamic.

The topic of the interview is given by the client in a specific, strictly individual life context; the same topic, for example, experiencing one's parental incompetence, can be given in different contexts; for example, a single-parent family, remarriage, or a person with the rights of a guardian, and not a parent.

Restoring the context of the appearance of the topic distinguishes the interview from other methods of psychological assistance in that not only objective data about the context, but the attitude of the client towards them, his role in this context are important. integral part stated topic.

A psychologist working with the topic of the order and its context must constantly monitor during the interview his own personal projections on the content of the topic, we will designate them as follows - the subtext of the interview. This subtext can be introduced into the interview by the psychologist himself, if he does not isolate the content of his personal projections during the interview.

These are situations when, in interaction with a client during an interview, a psychologist solves his personal problems through projection, transfer, sublimation and other options. defense mechanisms his personality and is unaware of them.

So, in an interview situation, the psychologist must reflect on the topic of the client's order, the context of its appearance and the subtext of his actions, in order to build the subject of interaction with the client.

The interview involves influencing the client through questions and special assignments, revealing the current and potential capabilities of the client. Questions -- the main way the psychologist influences the client during the interview.

The literature usually describes five-step interview process model. Let's dwell on it in more detail.

First stage of the interview structuring, achieving mutual understanding, or as it is often labeled - "Hi!".

What goals are solved by the psychologist and the client at this first stage, which can last from a few seconds to ten minutes? The psychologist structures the situation, determining what will be the topic of his interaction with the client. It gives the client information about his capabilities. At the same time, the psychologist solves the problems of establishing contact, compliance, rapport with the client. Specific Options solutions to these problems depend on the individual and cultural characteristics of the client.

The client at this stage of the interview solves the tasks of achieving psychological comfort, that is, the tasks of emotional and cognitive acceptance of the situation of the interview and the personality of the psychologist.

This stage of the interview ends when the correspondence between the psychologist and the client is reached, which can be expressed by them approximately in the following formulation: “I feel him, understand him” (psychologist), “They listen to me, I trust this person” (client).

Second stage of the interview usually begins with collecting information about the context of the topic: the problem is highlighted; the issue of identifying the potential of the client is resolved. Marking this stage of the interview: "What's the problem?"

The psychologist solves the following questions: why did the client come? How does he see his problem? What are its possibilities in solving this problem? On the material of the stated topic, the psychologist understands the positive possibilities of the client in solving the problem.

When the client's goals are clearly understood, the psychologist returns to the definition of the topic.

After that it starts the third stage of the interview, which can be denoted as the desired result. The marking of this stage of the interview is "What do you want to achieve?"

The psychologist helps the client to define his ideal, to decide what he wants to be. There is also discussion about what will happen when the desired result is achieved.

Some clients start from this stage. If the client's goals are already clear to the psychologist, then recommendations should be given immediately.

Fourth stage of the interview is the development of alternative solutions. The label for this stage is "What else can we do about this?"

Psychologist and client work with various options problem solving. The search for alternatives is carried out in order to avoid rigidity and choose among alternatives. The psychologist and client explore the client's personal dynamics. This stage can be lengthy.

The psychologist must take into account that the right decision for him may be wrong for the client, at the same time, for some clients, clear directive recommendations are needed.

Fifth stage of the interview-- a generalization of the previous stages, the transition from learning to action. The marking of this stage is "Will you do it?". The psychologist makes efforts to change the thoughts, actions and feelings of clients in their Everyday life outside the interview situation. It is known from the practice of counseling that many clients do nothing to change.

The generalization that the psychologist makes takes into account individual and cultural characteristics client identified in the early stages of the interview.

This phase of the interview involves the influence of a psychologist - the main content of counseling. For the client, it does not look somehow special. In an interview with a psychologist, there is a kind of "insight" - the client experiences the changes that occur to him as a result of his own efforts ("I myself understood everything"). The psychologist's reliance on the client's potential leads to the fact that the changes experienced by the client in the interview situation will also lead to a change in his behavior.

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