Psychological map of the employee. A. Individual psychological map. Clinical and Medical Psychology

A psychological consultation card is issued in the event of a set of measures (diagnostics, conversations, consultations, etc.) at the request of a parent, teacher, administration or child. The map is compact, which allows you to summarize and analyze all the diagnostic and corrective work carried out.

1. Full name of the applicant ( parent, teacher)

2. Problem ( who/what is complaining about)

3. Anamnesis ( living conditions, features of development and education)

5. Personal characteristics of the applicant

6. Personal characteristics of the child ( from observations)

7. Psychodiagnostics ( conducted methods, their results)

10. Consultations with other specialists ( to whom it is directed, the result)

11. Full name of consultant

12. Dates of work ( taking into account psychodiagnostics, conversations, etc.)

Reporting documentation of a psychologist

According to the reporting, the administration judges the work of the psychologist as a whole. And if reporting is not kept, all types of work of a psychologist are not noted, the administration believes that the psychologist does not work much and, in general, “it is not clear what he is doing there ?!” Therefore, it is necessary, it is necessary to show the director and the administration that the psychologist is working tirelessly and not wiping sweat from his forehead.
It makes sense to maintain two types of reporting documentation - current(for the accepted reporting period - month) and final(per academic year). The current analysis of the work performed can be reflected directly in the registration part at the end of each month.

In general, carried out for ______________________ month (statistical report)

Total admissions of children

boys

Girls

Age groups

Up to 3 years

3-5 years

5-7 years

7-10 years old

10-12 years old

12-15 years old

Over 15 y.o.

Total adult appointments

parents

Specialists

Conducted individual surveys

Primary:

Repeated:

Conducted individual consultations

Children:

teachers / parents

Conducted group consultations

For children:

For teachers / parents:

Conducted group diagnostics of Children Adults

Number of children on group diagnostics:

Quantity adults in groups. diagnostics (parental/specialist)

Conducted individual remedial classes:

With kids

Conducted group remedial classes:

With kids

With parents/specialists

Number of visits by children to group correction:

Number of adult visits to group correction: (parent/special)

Participation / holding consultations

Planned:

Unscheduled:

Conducting open classes (lessons):

Class attendance:

Participation in school-wide events (number of events):

Additional types of work:

The structure of the monthly report completely coincides with the structure of the annual (final) report, so the preparation of the final report is not difficult. It is only necessary to summarize each unit of work performed for all months and enter the amount received in the appropriate section of the annual report.

Based on the results of statistical reports for each month and year, it is possible to write relevant analytical reports.

Such documentation of a teacher-psychologist (special psychologist) of an educational institution clearly demonstrates the content of the diagnostic, correctional and developmental work carried out.

The units of activity should be considered a report on the diagnostic work carried out, among which primary (deep) examination, dynamic And final individual examinations, conclusion according to group forms of diagnostic work, and report on intermediate and final results individual and group correctional and developmental work.

analytical report for the corresponding period of the psychologist's activity, the annual report on the work carried out should be considered. In our opinion, the monthly report should be presented only in statistical form.

We do not consider it necessary for a psychologist to necessarily use rigid structured reporting schemes.

Reporting documentation (conclusions on the results of the survey, analytical reports) are "external" documents (in contrast to the direct protocol of the survey, which should be considered exclusively "internal", which is an absolutely confidential document of a specialist), to which specialists who have direct relationship with the psychologist's client.

Form 10.

Statistical annual report

(mandatory form)

Approved:

"___" ____________2008

Director: __________

STATISTICAL PROGRESS REPORT
FOR 20/20 SCHOOL YEAR

Educational institution

Territory________________________________

The number of students (pupils) in the educational institution __________________

including the levels of education:

elementary school (junior group)_________________

middle step ( middle group)__________________

senior level (senior group) ___________________

(preparatory group) ____________

population teaching staff in OS _________________

I. PERSONAL DATA

P. VOLUME INDICATORS OF THE PSYCHOLOGIST'S WORK

1. Diagnostic work

Number of individual examinations

Primary

Children

Parents

Specialists

Repeated

Children

Parents

Specialists

Number of group examinations

Primary

Children

Parents

Specialists

Repeated

Children

Parents

Specialists

Total number of people examined in group diagnostics

Children

Parents

Specialists

2. Correctional development and advisory work

Number of group lessons

Children

Parents

Specialists

Total number of visits to group classes

Children

Parents

Specialists

Number of private lessons

Children

Parents

Specialists

Number of individual consultations

Children

Parents

Specialists

Number of group consultations

Children

Parents

Specialists

.

3. Organizational and methodological work

Participation in meetings

Including in councils

planned

unscheduled

Organization and conduct of expert work

planned

unscheduled

Number of seminars held

For teachers / other specialists

For parents

Number of open classes (lessons) conducted by a psychologist

Attending classes, classes of other specialists

Social dispatch work

Guiding student practice

4. List of target programs accompanied by a psychologist

№

Program theme

The nature of the escort

Number of hours

III. METHODOLOGICAL SUPPORT

1. LIST OF METHODS USED

№	Name of the method (test)	The main focus of the methodology (test)	Author(s) of the methodology	Year of publication (modification)	Publisher (literary source)

2. LIST OF USED CORRECTION AND DEVELOPMENT AND PREVENTIVE PROGRAMS

№	The name of the program	The main focus of the program	Author(s) of the program	By whom and when approved	Publisher (literary source)

Report prepared

(Name of the psychologist or head of the PS)

Signature

"__" ____________ 200__

(Date of the report)

ANALYTICAL REPORT ON THE WORK OF A PSYCHOLOGIST TEACHER

1. Purpose, object, subject of research.
   Building a hypothesis.
   The choice of psychodiagnostic methods.
   Developer, diagnostician
2. Presentation of research results.
3. Analysis of the received data.
4. Conclusions and recommendations.

Analytical report of the teacher-psychologist of the preschool educational institution

Full name of the teacher-psychologist ___________________________

OU ______________________________________________

Target: _____________________________________________________________

Tasks:___________________________________________________________

__________________________________________________________________

Qualitative and quantitative analysis by areas of activity:

The results of the diagnosis of children in preschool

Table of accounting for the psychological readiness of children for schooling

Number of children in the preparatory groups of the preschool educational institution (according to the list) _________

Table of records of children's adaptation to kindergarten

The number of newly enrolled children in groups (according to the list) _____________

Table of accounting for correctional and developmental work

Consulting work accounting table

Table of accounting for psychoprophylactic work

Table of accounting for educational work

ANALYSIS OF THE ACTIVITIES OF THE PSYCHOLOGICAL SERVICE

_____________________________ for ________________ account. Name ___________________________________

Reading time: 2 min

Metaphorical cards are psychological pictures that depict people, events and abstractions that cause each person to have their own associations. Working with metaphorical associative cards refers to projective techniques, as it helps to reveal the individual mental contents of the client through the transfer to the cards. In identical pictures, one person who thinks positively, is in a good mood, can see a holiday, joy, delight, happiness and other positive contents, while another, having internal problems, will transfer them to cards and see some kind of tension, resistance, war, anxiety. A person projects his subconscious onto a picture without realizing it - it is this unawareness that in reality does not allow solving his problem.

Metaphorical associative maps are good because they are a translator of the unconscious to the level. The unconscious operates with images and pictures, while the consciousness thinks in units of speech - words, phrases. At the same time, unconscious processes are the largest part of the mental iceberg, only a small part remains for consciousness, which no longer solves, but only explains unconscious impulses.

In, as a rule, generic, childhood traumas are hidden, which create prohibitions in a person for certain actions. A person may desire something, but the unconscious, following its goal of preserving life and mental balance, does not let him in, because a certain trauma has occurred here. Even another person could face danger, which can be preserved in the subconscious and will prevent the repetition of a negative, possibly, experience. With the help of pictures, you can extract what hinders the achievement of goals.

Metaphorical cards - a guide for a psychologist

How do metaphorical mind maps work? The person describes the picture that he pulled out at his request, the barrier is quietly removed. He does not talk about himself, and therefore relaxes, working with metaphorical associative maps releases painful blocked experiences that a person cannot raise in the usual way. Through the cards, pain can be detected, pulled out and worked through until complete healing.

Clients love interacting with metaphorical pictures because most of the time they need to relax and play, even this has a beneficial effect on their emotional state. If the client does not always take work with projective cards seriously, then with the professional work of a psychologist, tremendous work can be done with deep internal changes that the client cannot fail to notice in himself.

There are many different configurations, methods for laying out cards and sets. For example, the Persona deck is used when working with personal aspects and in constellations. In consultation with her, the psychologist asks the client to find a face that matches the current state, then the desired, problematic, or such that no one has seen the client. The client lays out and talks about the cards, then the psychologist offers to move them, if there is such a desire. There is also a children's version of the deck - "Personita".

Oh cards contain not only pictures, but also frames for them with words. First, a frame is laid out, and a picture is placed on it, and the psychologist asks the client what they mean. The client is trying to understand this metaphor. However, there are no strict rules here, if the picture and the word for it do not connect in any way and do not resonate, the material did not go well - you can replace the picture.

There are card sets for dealing specifically with traumatic experiences, for finding resources, even blank sets for drawing what you want. Many card sets also have a digital option that allows you to consult remotely, saving the entire process in a presentation. It can be transferred to the client, he will be able to continue to interact with it, consolidating the results of the work.

Metaphorical associative cards even allow you to conduct an independent session, and you can use the cards in a very creative way, moving away from the instructions. Laying out and interpreting the cards, a person with experience begins to realize his current inner state, experiences, and attitudes.

The meaning of metaphorical cards

The law of metaphorical cards - the card itself does not mean anything, it contains what the client sees. Methodically, metaphorical cards are associated with the Rorschach test, in which the subject should examine the image in ink spots. Of course, each person begins to talk about himself, seeing what worries him. Over time, the direction has developed into a whole class of projective techniques that easily bypass the client's resistance, solve the problem of verbalizing the problem.

Metaphorical cards help to work when a person does not even find what to say about his own people at all, is defocused, cannot realize why he feels bad. Describing card after card, for example, using the six-card technique, when you need to describe each image in relation to the word laid out to it, the client usually understands by the sixth card what his problem is, what is worth working on, what is his main theme. Since the technique is projective, working with metaphorical cards has a big plus - there is no retraumatization. A person always talks about the map as about some object that is outside, he does not need to immerse himself in his experiences. Do not confuse metaphorical cards with divination, tarot cards and other esoteric techniques.

Metaphorical cards themselves do not reveal anything, except for what is contained in the unconscious of the person himself, and therefore they can help in finding internal solutions and resources, but cannot answer whether something will come true from the outside without the intervention of the subject and his mental forces. To eliminate the association with Tarot cards, some psychologists have even begun to call metaphorical cards projective cards.

Metaphorical cards are also rarely used for psychodiagnostics due to compliance with the law that the metaphorical card itself does not carry any meaning other than what the client sees in it.

How to work with metaphorical cards?

In the process of work, the psychologist as a leader asks leading questions, the client answers, describes the picture, verbalizing and then realizing his mental contents transferred to it. For example, a client asked to find his destination. The psychologist asks him to say his question and draw one picture from the "Person" set. The client turns it over and sees a person with ambiguous emotions. The psychologist asks to describe who he sees on the map, to tell what this person is like. After that, the psychologist offers the client to analyze how the description of the person in the picture corresponds to the client’s personality, what is the similarity.

If he saw something very unpleasant for himself in the picture, causing discomfort, he can immediately work out this problem, find a resource for it. For example, black hair for the client was associated with a difficult character, then the psychologist suggests that he choose one more card from the next “Persona” deck to solve this problem, having expressed aloud before that the desire to find a resource that can most fully help. For example, it turns out to be a card with a person covering his face with his hands. The client describes him as playing hide-and-seek, currently in the game, in a state of focus, anticipation that we all experienced as children.

If this is not enough for the client, he can choose other pictures in the open. For example, for self-confidence, he stops at the image of a person diving against the backdrop of the sun and fine weather. He is purposeful, his body radiates strength and relaxation, he feels good and enjoys his body. The card can even be placed on top of a previously drawn card that causes discomfort, as if overlapping it.

Having described the resource map, you can put it aside and look again at the first map that previously caused unpleasant associations. The psychologist asks the client to see what has changed on her. Surprisingly, what I didn’t like seems to soften - ugly hair becomes quite attractive, a prickly look becomes kinder. The client already reports that the person on the map has confidence, he is going in the right direction.

Often during the sessions, the picture changes literally before our eyes. If the client’s facial expression was tense, his eyes were sadly closed, then after interacting with the map, adding strength and resources, other states, the client sees calmness, even some kind of joy, relaxation, changes for the better immediately occur. As soon as he starts working with the cards, he seems to give a command to the subconscious, which perceives the images of the pictures and already at the conscious level returns the answer, as a result of which life changes occur.

Techniques for working with metaphorical cards

Metaphorical maps are a good working tool that, in an easy, relaxed way, reveals the deep contents of a person that he could not even tell right away.

There are many techniques for using metaphorical cards, moreover, you can freely invent new ones, use several decks at the same time. For example, if a person has laid out a card of the current state, and with it a card of the ideal, you can invite him to find a card and a transitional state that will allow him to achieve what he wants. You can ask questions and take out cards at random, you can look at the cards, simply explaining what you see on them. Each metaphorical deck usually has about 90 cards, so there are quite a lot of storylines that can be decomposed. Having extensive experience working with different sets of cards, a psychologist can choose the most suitable deck for each client and his problems.

In classical counseling work, the psychologist usually asks the client leading questions to each card, and the questions must be open-ended and not lead the client to the content that the psychologist himself could put into the card. For example, if a mountain or a volcano is shown on the map, the psychologist only asks what kind of mountain, what kind of volcano, where they are, what is happening there. Listening to the content of the client, at the end the psychologist finds out from the client, maybe he has something else about it.

There are also techniques that are mainly based on the game. For example, in the "Obstacles and Opportunities" technique, the psychologist acts as a leader and asks the players to select 5 cards blindly, without even asking any questions before that, without formulating requests. The game is associative, therefore there is no gain here, except, of course, the psychological benefit from the conclusions obtained. The psychologist asks the first player to look at the cards without showing them to others, and choose one that shows an obstacle or difficulty. For example, he chooses and lays out a card with a house, saying that it is falling apart. The task of the second player is to find among his cards and lay out the one that depicts an opportunity to solve the problem. The first player to present the problem listens and accepts the proposed solution. If it turned out to be, as he considered, inappropriate or insufficient, he reports this, the second player again offers an opportunity card. After decision players change places.

After the game, the psychologist asks the players to analyze whether the game intersects with life, whether the participants have discovered any personal problems, as well as solutions for them. An explanation in front of other participants, therefore it is not necessary for him to be detailed, it is enough to understand the situation for himself, voicing a little. However, often even before that, participants understand what determines their choice of cards.

The next technique is called "The place and time of my dreams." The client is asked to choose one of the cards turned upside down, before that, you can also not formulate a request. Looking at her, he should think what kind of country it is, what time, whether ours, the past. What does he need to stay in this time. The client can imagine himself in it, as if entering the world depicted on the card, and walk around in it, look, even mentally take a gift for himself or a loved one. The psychologist asks again leading questions, asks what the client found useful for himself in this time, what resource he was able to replenish.

The Dead End Technique is suitable for finding a way out of difficult situations and analyzing recurring problems that the client cannot solve in any way. To determine the current deadlock situation, several cards are laid open in front of the client, it is proposed to choose one that describes the current state of affairs as accurately as possible. You should choose with feelings, the card that attracts the most attention. Having chosen, the psychologist clarifies what the client clings to on this card, where the eye is drawn all the time. Paying attention to this detail, the client should observe what emotions appear in him. Perhaps on the map he will also find something that he does not like, causes rejection, unwillingness to look at this element of the map. Next, the psychologist asks to talk about the situation depicted on the card and the hero of its plot.

The next alignment in this technique is the images of various doors as ways out of the situation. The client needs to select one and describe what the door is, whether it can help get out of the impasse, whether it is difficult or easy to get into it, whether it is open or closed for him. Then perhaps the client can imagine what is behind the door, describing their feelings. If for the client this door is not an exit, then the psychologist specifies where it can lead.

Then follows the layout of the cards on the issue, which prevents you from getting out of the impasse. Here the client can choose up to three cards, those that describe fears and blocks. The psychologist clarifies what the client himself means in each selected card, which, perhaps, frightens the client or hinders the search for a way out, asks to tell the story of each card, about the characters depicted on it, in order to reveal as much as possible what blocks the client, does not allow him to get out of a difficult situations. Often, secondary benefits of the client are also found on the cards, the psychologist asks him to think about what benefit he gets from remaining in this impasse, from which fear may protect him, what is even more terrible can happen in life if he decides to do it anyway. change. By being aware of their fears, blocks, and secondary gains, the client can move on and have a chance to overcome the impasse.

The last alignment is resource. Again, there are several cards in front of the client with what can help get out of the impasse, make changes. The psychologist asks him to choose those that are support and resources for the client, on which he can rely, and after choosing, describe each. The client tells what is most interesting, positive for him on the card, what attracts attention, causes a surge of energy, gives strength. The psychologist suggests considering which of the depicted resources the client already has and which can be attracted, think about how the resource can be used, what can be done in the near future. The more detailed the client answers the questions, describing the map, the more meaningful he will get the result, the more interesting discoveries he will get about his dead end, about why he is in it, why he needs a dead end. This can become a point from which the client can even turn his worldview around.

With the help of associative metaphorical cards, you can work with the Shadow. The psychologist then asks the client to create a mental intention, and then from a deck of cards with faces to choose himself, how the client now sees and accepts himself, then his opposite. The gender and age of the person depicted on the card does not matter, only his emotions are important. If the client finds it difficult to choose only one card for each of the incarnations, he can choose two or even several.

Describing the first hypostasis, the client tells what he sees on the card, what feelings and emotions are present on it. If the person depicted on it, according to the client, is looking at someone, the psychologist asks to choose from the deck the one he is looking at, what can be done in private, and then describe. Next, the psychologist leads the client to a description of the opposite card. Then he asks if the cards are correctly placed in front of him on the table, or if the client wants to change their positions. Most often, the client pushes back the opposite card, symbolizing his Shadow.

The psychologist asks the client to analyze the interaction of antipodal cards, asking if one card sees the other. If yes, then how the personalities depicted on them relate to each other, is the card of the opposite of the main card needed, can the main card thank its opposite for something, what negative does the card of the opposite bring to the life of the main card, if you want to move it away.

If the cards do not see each other, then what needs to be changed in the layout so that they see each other. When the client changes the position of the cards, the psychologist will know what has changed in the main card. When the client talks about the negative qualities of the antipode, the psychologist listens, then offers to transform these qualities, replacing them with positive synonyms, and sums up, pronouncing what positive grain was found, how the main card can integrate these qualities, how it will change after that, can it thank its own the opposite and what feelings after gratitude it experiences.

After the work done, it will be great if the client, on behalf of the main card, expresses gratitude to the antipode card for the transferred resource. Perhaps after that the client will again want to change the arrangement of the cards on the table or even replace one card with another from the deck.

This technique allows you to work out the shadow qualities of the personality, as a result, the client can integrate, accept his shadow side. The psychologist asks what the client feels in connection with the work done, how his feelings have changed after reconciliation with his previously repressed part.

Speaker of the Medical and Psychological Center "PsychoMed"

essencepsychological counseling - psychological assistance to psychologically healthy people in mastering various kinds of intra- and interpersonal difficulties in the process of specially organized interaction (conversations).

Goals of counseling: a) overcoming a specific psychological difficulty; and b) personal growth of the client.

Two orientations (trends) in psychological counseling: 1) objective, 2) subjective (phenomenological). Differences between orientations: a) in goals (adaptation - life change, b) in the main focus of attention (behavior - experience), c) type of communication (explicit - implicit), d) in the idea of ​​​​the main means that determines change (reinforcement - awareness ), e) in the idea of ​​the role of the psychological contact of the consultant and the client (important, but secondary - decisive), f) in terms (short-term - long-term), g) in explanatory models (causality - intentionality), h) in the idea of ​​"reality "(conventional - individual reality).

Variousmodels of psychological counseling: a) medical, b) pedagogical, c) diagnostic, d) social, e) psychological. The main characteristics, advantages and disadvantages of each model.

2. The main stages of psychological counseling

First stage. The goal is to establish psychological contact and conclude a contract between the client and the consultant. The main content of the stage: reception of the client, introduction (acquaintance), collection of primary information about the client, conclusion of a psychological contract (discussion of the goals, methods, duration, cost of counseling, distribution of responsibility, informing the client about his rights and obligations, discussion of confidentiality issues and its limitations) .

The stage of questioning the client. The goal is to understand the client's problem as best as possible. First part. The goal is to get the client talking. Its main content is: a) maintaining and deepening psychological contact with the client, b) stimulating the client to further story and deepening it, c) facilitating the targeted development of the conversation, d) understanding what is being reported by the client. The main techniques and means used by the consultant: direct questions, non-reflective and active listening, empathic understanding, non-verbal and verbal encouragement of the client. The result of the sub-stage is the formulation of advisory hypotheses. Sources for advising hypotheses: 1) the client's story and observation, 2) the theoretical professional platform of the consultant. Second part. Its purpose is to test the proposed advisory hypotheses. The main content of this part: active search, collection, clarification of information that confirms or refutes the proposed advisory hypotheses. Mainmethods and means used by the consultant: focused, focused, narrow questions; analysis of specific situations related to the psychological difficulties of the client. The result of the entire stage is a hypothesis about the sources and causes of the client's difficulties.

Stage of psychological impact . The goal is to achieve understanding by the client and overcome psychological difficulties. The main content of the stage: the use of various psychotechnical means to assist the client in understanding and overcoming his psychological difficulties. The main techniques and tools used by the consultant, depending on the direction of counseling (see below sections on directions in psychological counseling). The result of the stage and the entire consultation is the client's awareness of the sources and causes of his difficulties and the mastery of constructive ways of coping with them.

The final stage of counseling . Its main content: summing up the results of counseling, discussion of issues related to further possible contacts, farewell to the client.

3 . Consultant personality

The problem of correlation between the professional knowledge and skills of the consultant and his personality as a means of psychological influence on the client. Consultant as a model of a psychologically healthy personality for a client. Sincerity ("congruence") of the consultant. Personal characteristics effective consultants. The problem of the influence of personal values ​​and life philosophy of a consultant on his activities.

How to start a conversation with a teenager or high school student?

For many psychologists, starting a conversation with a teenager or high school student is one of the most difficult situations. In the event that a student was brought to a psychologist by parents or a teacher, in the first minutes of the conversation, the young person either experiences feelings of inconvenience and resistance (“Why did they bring me to a psychologist? Am I crazy?”) Or demonstrates an indifferent attitude (“What should I talk about with a psychologist? I'm fine anyway"). It happens that a schoolboy or a schoolgirl, on the contrary, is waiting for ready-made advice from a psychologist and is set up only for passive participation during the consultation ("I'll tell you everything now, and the psychologist will advise me what to do").

Each time, starting a psychological consultation with a teenager or high school student, the psychologist solves the problem of "starting" the conversation, organizing a confidential, emotionally open conversation, neutralizing the internal resistance of his young client, activating his interest in analyzing his problems, and also forming his desire for an independent solution. own problem situation.

How to do it? I offer several methodological techniques that will help the school psychologist to actively start the consultation and direct it in the right direction.

Methodical reception "Let's think together!"

In front of the psychologist is a teenager or a senior student with a passive attitude. In order to neutralize the student’s desire to receive ready-made advice and activate his behavior, the psychologist begins the consultation with the following words: “Let's try to solve your problem together! I can’t offer a ready-made solution, we will discuss issues related to your problem and look for a solution together.

It would be great if we could have a conversation of equal people. Analyzing your problems, I can also experience difficulties, just like you. True, I have professional knowledge and life experience. I will try to help you. But the decision is yours to make."

Methodical reception "Psychological contact"

The atmosphere of the conversation should encourage the student to communicate and help him really feel psychologically equal with an adult. If the psychologist begins the conversation with the words: "Well, what happened to you again?" uttered in a "teacher's voice", with a strictly formal facial expression, the client will "work" establishing a relationship such as "teacher-student" and a psychological conversation will not work. To establish an initial emotionally positive psychological contact, it is advisable to ask a teenager or an older student a few neutral questions (about a new musical ensemble, a movie, etc.). From the very first minutes of the meeting, it is necessary to show that the consultant sees in his young communication partner not only a client, but, above all, an interesting interlocutor.

Methodical reception "Man"

Psychological consultation, if schoolchildren came "not of their own free will", but they were brought by adults, usually traumatizes children to some extent. The fact is that during schooling, the student is among classmates, "in the mass of the team" and this position is familiar to him. At the consultation, feeling that he is in the center of attention of an adult, he begins to worry, waits for reinforcement of his self-esteem, gets lost in the answers.

In this case, the reception "Man" is effective. On a piece of paper, the consultant draws a stylized figure of a man and says: “Look! This is your age. His name, for example, is Igor. Now we will discuss issues related to his problem. True, I know quite a bit about his specific situation. tell me a little about him."

In the dialogue, a general story is compiled about the drawn little man, the young man Igor. As a rule, the basic information is taken from the specific situation of a real client sitting in front of a psychologist. The tension of our client is noticeably reduced: we have to talk not about ourselves, but about a peer. And although he understands the symbolism of this action, nevertheless, the conversation becomes more dynamic and open. The fact that the student understands that similar difficulties are quite common in the lives of his peers also contributes to a decrease in internal tension. And if this is so, it is necessary not to be ashamed and pinched, but to discuss in order to solve them.

Methodical reception "Problem situation"

As one of the effective means of activating the attention and position of a teenager or an older student at a consultation, a constant emphasis on the part of the psychologist of the fact that not only the student, but he himself is in this moment are in a problematic situation. This state of affairs is quite natural, since really complex issues are resolved at the consultation.

In this case, the psychological conversation is carried out in the form of a two-phase conversation. At the first stage, the client's problems are discussed and the difficulties encountered are analyzed. The consultant and the student are in the subject, meaningful "plane" of the conversation.

If there are "dead ends" in the conversation, omissions, violations of mutual understanding, it is useful to move on to the second phase of the consultation. Here the psychologist activates the student's attention not on the problem as such, but on the course of the consultative conversation itself. He can ask such questions: "What problems did we manage to discuss with you and what was left outside of our conversation?", "Why did you agree with me then, but not now?", "Do you like the way our conversation is going?", " Are you interested?", "What do you see the benefit of our conversation?"

In essence, the second phase of the conversation is reflexive: issues related to the course of the consultative conversation itself, the presence or absence of understanding between the psychologist and his client are discussed, points of view that impede mutual understanding are identified. In other words, the organizational and communicative "layer" of psychological counseling is analyzed and the events that took place in the psychologist's office are discussed according to the "here and now" principle.

Such a construction of a consultative conversation contributes to the development of communication skills in a teenager or a senior student, the ability to look at oneself "from the outside", as well as the desire for mutual understanding with a communication partner.

Methodical technique "Mirror"

Although the beginning of a consultation is always associated with certain difficulties, the psychologist finds himself in the most difficult position if his client refuses to talk at all. Distrustful and in a constant state of "protection from adults", the teenager says to the psychologist: "Why are YOU asking me all the time? My mother made me come to you, and ask her!"

“Yes, I don’t know anything!”, The teenager says, and he himself thinks: “I wish it all would end!”

"I don't understand why I did it!" - a ninth grader throws up his hands, and believe me, this is often true - an impulsive act.

"Why are you all messing around with me? After all, I'm just a fool! That's what my math teacher says to me all the time!" - the tenth grader smiles and looks inquisitively into your face. He is already used to the fact that adults do not understand him and rate him very low. Are you, as an adult, the same as others, or not?

So, from the very beginning - either silence, or a "communicative dead end", which is sometimes more difficult than silence itself.

In this case, the methodical technique "Mirror" can become quite effective. Based on some information gathered about the client, the psychologist begins to tell a story about another student whose situation is similar to that of the client in major ways. At the same time, it is important that the gender, age, and basic individual psychological characteristics of the fictional character really coincide with the characteristics of the person being consulted. The art of the psychologist here is to place and tactfully use in his story the facts that relate to the personal problem of the student. In addition, the direction of such a story contributes to the fact that the student spontaneously, imperceptibly connects to the story told by the psychologist: he began to correct, supplement something, agree with something, but would question something.

Despite the fact that a psychologist and a schoolboy compose a story "about someone else", a teenager, a young man or a girl, will be able to see himself in "this other" as in a kind of psychological "mirror". Such "mirroring" will help the young person to better understand himself, step back from his problems and see them with calmer and "objective eyes".

When planning a second consultation, you can invite the student to come up with a story about his peer and tell it at a new meeting with a psychologist. In this case, the consultant may ask his client to describe in more detail the situation in the character's family, his success at school, and describe relationships with friends and parents. In addition to the factual side of the life of the protagonist, the psychologist may ask the student to evaluate the actions and decisions of the hero of his story.

Methodical technique "Verbal space"

In front of a psychologist is a teenager or a senior schoolboy who is used to the fact that an adult usually talks a lot in a conversation with them, and they have to listen and assent most often (“An adult is always right, even when he is not right at all,” one told me teenager). Indeed, a teacher or parent, organizing an educational conversation with a teenager or high school student, talks about how to do or what not to do from what their young pupil or son (daughter) has done. As a result, the entire "verbal space" is occupied by an adult, the conversation is built as a monologue of an adult, in which initially there is no place for a young person to express his position. Physically present in the space of the conversation, psychologically the young man or girl is simply switched off from it.

The psychologist must take care of himself and try not to slip into a "global monologue". It is necessary to ensure that the "verbal space" that exists between the consultant and his client, according to the time of participation of the psychologist and the schoolchild in it, should be divided, as it were, into equal halves. To do this, the psychologist must be able to:

Do not talk too much and for a long time;

Ask your client questions in a timely manner;

Be able to pause, i.e. wait and be silent when the student himself finds the right words and decides to talk about something secret;

Avoid mentoring tone in conversation;

Do not resort to psychological pressure, using your authority as an adult;

Argumentatively defend your point of view and accept the arguments of your young interlocutor.

Consultation with a difficult teenager (workshop)

The beginning of psychological counseling, especially for a "difficult" teenager, is always associated with great difficulties: how to establish psychological contact? How to organize mutually trusting relationships? How, finally,

In our difficult time, it is often with them, 11-15-year-olds. personal tragedies occur: unhappy love, a tough conflict with parents, leaving home, an acute feeling of loneliness, fragility and insecurity in the conditions of our complex reality, frequent, especially lately, attempts to die altogether. How can you help these teenagers?

It is impossible to communicate with adolescents from the positions of "psychologist-adult - adolescent-client", or "teacher - adolescent", or "parent - adolescent". It is humiliating and painful for them. With adolescents, it is necessary to discuss them as openly, confidentially, sincerely and honestly as possible. personal problems and together with them to look for ways out of difficult problem situations.

And to be more precise, you just need to be friends with teenagers and communicate like human beings, on an equal footing, respect their interests, discuss their problems, argue with them and do a lot of other things. But the main thing is that it is necessary not to "educate" a teenager (in the traditional sense: to regularly chastise for violations in behavior and study), but to live with him (and he is waiting for this with all his might of his young, uncompromising soul) those problematic periods of life that he has. And such acutely problematic periods happen to all (just all!) Teenagers.

For an adult, a teenager next to him is a student, son or daughter, pupil, and so on. - this is, in fact, a Person, through communication with which an adult himself must understand something NEW - in himself, in his life, in him - a Young Person: he is destined to live after our departure.

Perhaps the parent will gain patience and become kinder and gentler to his "ward", son or daughter, and to all people in general. It is also possible that a parent (father OR mother) will suddenly feel that he himself has recently begun to live somehow boringly, stereotyped, timidly, focusing on norms and stereotypes, looking at his son, who greedily, with the powerful energy of incipient youth, is looking for his , a new path in life and a new way to live. It may be that the mother will notice for the first time that her daughter is stronger and more stable than her in character. And then the mother will approach her young daughter not as a weak "fool", but as an adviser, and perhaps even for help - to help the mother herself survive during the "family storm".

A teenager has his own LIFE TRUTH and LIFE ESSENCE. He runs in, breaks into the world of adults, and his jump into adult society is always on an equal footing. And he does not come empty-handed, but carries in them something very valuable - his own outlook on life, his new goals, new (often unexpected and unusual for us) life forms of behavior.

To approach a teenager "from top to bottom" is not to see, not to feel the novelty of life that he carries within himself. This is to immediately "block" communication and, what is there to hide, to provoke a teenager to fight with us, a tough fight, sometimes even cruel, where we most often remain defeated, because a teenager has his own LIFE MISSION - TO BRING NEW INTO SOCIETY. And even when a boy or a girl is taken away by a police car - even then! - he carried this NEW in his hands, we just didn’t see and didn’t understand or misunderstood and distorted something.

The use of psychodiagnostic methods in counseling adolescents and high school students

Methodology "Self-characterization" allows you to identify the actual relationship of a teenager or a senior student to himself and significant people.

Instructions: 20 positions are presented, which begin with the pronoun "I". The student must write a definition of himself for each position: "I - The average time to complete the technique is 15 minutes.

The situation of Masha K.

The girl looks outwardly prosperous: she dresses well, takes care of herself, is active, sociable, and studies well.

However, during the second consultation, it turned out that Masha's outwardly demonstrated behavior and her internal state are psychologically different, namely: Masha seeks to communicate more with her mother, but the mother does not accept her daughter, often criticizes her, scolds her for minor misconduct. Obviously, the critical attitude of the mother forms the girl's lowered self-esteem, which is manifested in her answers in the PP. 7,8,9,10,11,15,17,18. Masha is in an unstable, anxious state, often experiencing various fears (pp. 12,17,18). Relationship with brother is unfavorable (P.13). since the mother is emphatically attentive to her brother and cold to her daughter (the mother has a second marriage, the son is from the second marriage). To a certain extent, Masha is fenced off by a communicative barrier from the outside world (pp. 13,16,19). And of course, it is necessary to specially analyze the last answer of the girl (p. 20): high degree self-doubt to the point of self-deprecation.

Of course, the results obtained using the "Self-characterization" methodology should be refined and deepened in the course of subsequent consultation conversations.

Polar profile technique recommended in situations where it is necessary to quickly identify the level of self-esteem of a teenager or high school student. In addition, filling out the methodology form is associated with the client's analysis of his own personal and intellectual qualities, the activation of his thoughts about himself, as well as a conversation with an adult about his strengths and weaknesses.

Self-assessment is carried out in a 10-point system. The profile of the obtained self-assessment is drawn graphically on the form of the methodology (see diagram 4). The technique is quite simple to use and process. On average, a teenager or high school student fills it out within 10-15 minutes.

Scheme 4

The following issues will be discussed during the consultation:

What qualities does the client evaluate either extremely low (by 1-

2 points), or extremely high (by 9-10 points);

As he himself explains his self-esteem, put down in

"extreme" scores (gives examples from the

natural life, refers to an authoritative opinion for him

adult or significant other, implies this self

assessment intuitively, without argumentation);

What qualities the client finds it difficult to assess and why.

On the same form of the methodology, the consultant can make

assessment of his client according to the selected parameters, and then organize a dialogue by comparing the obtained self-assessment of the client and the assessment of the psychologist. The most informative are those moments of the methodology in which the opinions of the client and the consultant fundamentally diverge.

An example of using the polar profile technique at a psychological consultation

Vitya K., a student of the 10th grade, completed the proposed methodology during the consultation (his self-assessment is shown in Diagram 5 by a solid line). The counseling psychologist also gave his assessments of intellectual and personal qualities Viti (dotted line).

In general, the assessment of the counseling psychologist is higher than Vitya K.'s self-assessment. The average score given by the psychologist for twenty qualities fixed in the methodology is 6.5, and the average score given by Vitya to himself is 4.25.

The greatest differences in assessment and self-esteem are observed in the following qualities: quick-tempered - restrained (Vitya - 2 points, psychologist - 8). pessimist-optimist (2 and 6 points, respectively), anxious-calm (1 and 7 points), frivolous-serious (2 and 8 points), compliant-principled (9 and 5 points), weak-willed-strong-willed (2 and 7 points) , vulnerable-unflappable (2 and 6 points).

Consequently, Vitya evaluates himself as a quick-tempered, pessimistic person, anxious, somewhat frivolous, but principled. He also feels helpless and vulnerable. The counseling psychologist saw his client as a rather reserved person, moderately optimistic, generally calm, serious, compliant, moderately strong-willed, and relatively calm. For other qualities noted in the methodology, the assessment of the psychologist and the self-assessment of the client basically coincide.

According to the results of such an express diagnostics, carried out using the polar profile technique, the psychologist set himself the following tasks during the consultation: to increase the self-esteem of his client and his self-confidence, to reduce anxiety.

Method "Draw your mood."

In some cases, during a consultation, a psychologist needs to obtain data about the mood of his client. This technique can be especially useful when a teenager or a high school student does not communicate with a psychologist, they are constrained and clamped.

The psychologist addresses his client with the following words: “Please take colored pencils and a blank sheet of paper. Relax, draw an abstract plot with your left hand - lines, color spots, shapes. Try to completely immerse yourself in your mood, choose the color and lines like this , as you want more, in full accordance with your mood. Imagine that you are transferring your mood to paper! When you finish the drawing, write 5-7 words on the back of the sheet that reflect your mood and, as it were, illustrate your drawing. When you write words, do not think for a long time, it is necessary that your words arise spontaneously, as if without much control on your part.

After completing the task, the consultant begins the conversation, based on the drawing of his client. The psychologist asks the following questions: "Please describe your drawing to me", "Do you yourself (yourself) like this drawing?", "If you don't like it, then why?" "In what place of the sheet could you (could) place your "I", i.e. yourself?" When analyzing a picture that reflects a bad mood, the consultant seeks to highlight its positive content (light or bright spots, free lines, the presence of empty spaces, etc.).

methodicalrecommendations

By compiling And administered psychological cards

Part 1. What is psychological map and principles of its construction

A psychological map or a psychological case is a set of documents (characteristics, completed forms of methods, conclusions, minutes of meetings, etc.) of a personal account of a client (patient), which contain the most complete information about the personality structure, emotional state of a person and the results of corrective, advisory and other psychological work of a psychologist with him.

Depending on the organization that maintains a personal file or a psychological card for a client, the following types of areas in which a psychologist works can be distinguished:

Social orientation - in this case, the emphasis is on a difficult life situation. The social sphere in Russia is extremely well developed, but it is distinguished by a variety of requests (for example, work with the elderly, work with orphans, work with families in a socially dangerous situation, and so on), hence the lack of a general standardization of the conduct of a psychologist and in At the same time, there is a lot of room for innovation in this area. A distinctive feature is helping people to adapt, so that the emphasis is on stabilizing and improving the social situation, then the essence of doing business in the social sphere will be described in detail.

Pedagogical orientation - we are talking about educational organizations in which psychologists play a non-leading role, the emphasis is mainly on helping in solving pedagogical problems (progress and discipline) and adapting to school. Rarely work is done on request.

Professional (organizational) orientation - consists in diagnostic measures for hiring, recruitment and assistance in solving organizational issues (how to distribute people in the room for more productive work and other requests).

Medical orientation - limited to the office of a psychologist or medical institution, unlike the social sphere, medicine does not insist that the psychologist make exits to the family. Diagnostics, training, development and correction are carried out here, both in a word and by neuropsychological methods. A big plus is that often people are motivated, if you do not take into account drug treatment clinics or neuropsychiatric dispensers.

Counseling and psychotherapeutic orientation - meaning both advisory centers and personal practice of psychologists and psychotherapists. There is no standardization at all in the latter case, since it is up to the specialist to decide whether to conduct it or not. When it comes to the Center, on the contrary, things are strictly standardized depending on the goals and objectives of the organization.

The legal orientation - strictly standardized cases and a clear work system - is an indisputable plus of working in such a system, because there is a clear work structure. Another plus is computerized methods both for working with personnel and with people in a legal situation.

Objectivity of the study of mental phenomena . This principle means that in the study of mental phenomena one should always strive to establish the material causes of their occurrence. Because of this, this principle requires that any mental phenomena be considered in unity with those external causes and internal conditions in which they arise and manifest themselves. The construction of psychological research in accordance with the principle of objectivity means the practical implementation of one of the basic principles of psychology - the principle of determinism - the causation of mental phenomena.

The principle of objectivity also requires the study of a person in the process of his activity, since the mental characteristics of a person can only be judged by his real actions. Based on this principle, it is necessary to study mental phenomena both in the most typical and atypical conditions for a given person. Only in this case it is possible to fully characterize a person and not miss anything significant. All received facts, including those that contradict each other, should be subjected to a comprehensive analysis. Contradictory facts should attract especially close attention, they should never be simply discarded, but one should either find an explanation for them or conduct additional study.

Analytical-synthetic study of personality . In the mental appearance of each person there is something common, characteristic of all people of this era. At the same time, people living in states with different social systems have specific features that reflect the social relations that exist in a given society. Thus, we are specifically talking about the special image of the Soviet person, which has taken shape under the conditions of developed socialism. At the same time, each person is a unique individuality. The existence in the personality of each person of a common, special and individual makes it necessary to be guided by the analytical-synthetic principle when constructing research.

The study of mental phenomena in their development is an important principle in the construction of psychological research. The objective world is in constant motion and change, and therefore its reflection cannot be frozen, motionless. The constant change of the psyche as a reflection of the changing reality requires the study of mental phenomena in their development. If psychic phenomena continuously change and develop, then this must necessarily be provided for in the construction of any research aimed at their comprehensive study.

Part 2 Contentspsychological cards

This part briefly describes the general structure of the psychological map. Each paragraph contains clarifications.

First of all, at the very beginning there should betitle page on which is briefly written the following information: full name of the client, date of birth (in some cases, and place, up to passport data and SNILS number), family composition, sometimes you need to enter the date of treatment or admission (as in social institutions, for example), what are the names of the parents (if the child) or next of kin, contact details, sometimes fits and complaints with the request. For example, when working with children who have somatic diseases and even disabilities, this should be indicated on the title page, since one cannot rely on personal memory. In orphanages, it is imperative to indicate the date of admission and the number of the group where the pupil is placed, his place of study, status and information on escapes, bad habits and propensity to illegal acts (encode the last three points in color or in alphabetical form so that there is no misunderstanding on the part of colleagues and children who may inadvertently see a personal file), but personal information (how hit, life path, possibly passport data, hobbies, and so on) it is not very correct to put it on the title page - it is better to indicate it on the next page or in the socio-psychological and pedagogical description. Similarly, when working with families - you can specify the composition of the family, employment, but not income, type of apartment, and so on.

Further, depending on personal preferences or the institution in which the psychologist works, one should eitherphotocopies of documents (characteristics from schools, kindergartens, Centers, from other specialists, etc., extracts from the medical record, the conclusion of the PMPK and CMPC, individual development plans or plans for the protection of the rights of the child), or, in fact,characteristics that the psychologist does.

After goes "Psychological work plan » with the dates and topics of the classes, where after each lesson the psychologist puts his signature and mark of completion. This is mandatory for almost all institutions, as it is the only proof that the work was done. Unfortunately, in simple words no one believes, therefore, a plan of work with a client (patient, student, recipient of services, and so on) is added to the journal of psychological work.

Minutes or recordings of psychologist-client meetings are especially needed if counseling or so-called "preventive conversations" are being conducted. In the first case, this is a very good “cheat sheet”, both for the person working with the psychologist and for the specialist himself, plus this is another proof that the psychologist is working, and not just talking. In the second case, the protocol is a mandatory document of the meeting, a kind of result, where a short decision is always written at the bottom, which the client will fulfill. The guarantor of execution is the signature of both the psychologist and his patient. In general, in both cases, these two signatures are needed.

Results of methods, conclusions and products of the client's activities is a required material. Firstly, just like in the minutes of meetings, this is a reminder of what was in the “previous series”, only with an emotional response from the client. Secondly, all this shows progress or regression, the direction in which to go, and dead ends from which it is urgent to look for a way out. Thirdly, again, all this is proof that, again, the psychologist is working. Protocols of diagnostic examinations. They have a clear structure (date and time of the survey, where it was conducted and by whom, the name of the methodology, purpose, stimulus material, the course of the study and its results). The protocol differs from the conclusion in a clearer structure and is more often used in the educational and legal spheres.

A separate item can be taken out"homework" and recommendations that the psychologist gives to his ward or his parent. Regarding "homework". The client receives direct assistance from a psychotherapist for only 1-2 hours a week, and the remaining 166-167 hours a week is left to himself. And at this time, his problems still affect him. Homework helps the client to be "a psychologist to himself." If the client conscientiously approaches homework, he speeds up the correction process, achieves the desired changes faster. In this case, the main thing is the process, not the result. The result may not be (that is, the exercise may not work out) - and it's still wonderful! Because, once again, the main thing is to try to do at least something. Recommendations are also important in the selection of personnel (where is it better to send a person to work - in a general office, or for traveling work, in a children's institution or to work in a boarding house for labor veterans). Recommendations are also important when placing a child in a school to determine the class or program of study. In the social and legal sphere, like a beacon - what actions to take so that a positive shift appears. In the medical field - how to help which specialist to contact and also an indication of the vector of development and correction. Partial recommendations can also be given in a psychological conclusion, only in a shorter and reduced volume.

Part 3. Features of conductingpsychological cards

First of all, you should pay attention to the rules of conduct:

Accuracy and literacy

clarity of presentation,

structuring,

Cleanliness and neatness.

Before describing particular cases of workflow. It is necessary to give a generalized scheme of how to conduct a psychological map.

First, at the beginning, a general outline is started and, as some analysts say, “fish”. Before the very beginning of work not only with the client, but also in principle in the institution, the psychologist draws up an example of a personal file, prints out forms of methods and diagnostic examinations, title pages, and so on.

Next, the psychologist meets private matter, medical card or other documents that are available regarding the client. Although, there are supporters that you first need to get to know the client, and then with the documents. The psychologist enters the information obtained from this documentation into the title page and, based on the request, prepares the survey model (forms and protocols).

After the diagnosis is made individual plan psychological work with the client. Sometimes group sessions are included (for example, in the conditions of the Center for the Promotion of Family Education or when working with addicted people, or when working at a rehabilitation center). As mentioned above, such a plan is a table that is divided into several columns. The first is the date, the second is the name and structure of the lesson (can be filled in manually and include interdepartmental interaction), the third is a painting and a mark of completion. Sometimes the plan is drawn up before the initial diagnosis and includes the diagnosis, the number and subject of meetings, complex classes, group classes, interdisciplinary interaction, but it is better to proceed from the request, familiarization with the documentation and primary diagnostics, and only after that draw up a plan for working with the client.

After the initial meeting, diagnostics and drawing up a plan, a preliminary conclusion can be drawn up, if necessary, additional diagnostics are carried out.

Descriptions (minutes) of each meeting are added separately, which should be signed after writing. The protocol of a class or meeting is an internal documentation of a psychologist, it cannot be copied and handed over to the client, unless it is a description of the session (sometimes this is necessary in psychotherapy and clients even make audio recordings of meetings).

Each sheet written by a psychologist must be numbered so that there is no lost information. Personal psychological files should be kept in a closed cabinet or safe (as is done in the legal system) so that none of the clients can look at them.

Next, we consider special cases. In the work of a practical psychologist there is a special documentation - a special type of documentation that provides the content and procedural aspects of his professional activity. The special documentation includes: psychological conclusions: correction cards; protocols of diagnostic examinations, remedial classes, conversations, interviews, etc.; maps (history) of mental development; psychological characteristics; extracts from psychological conclusions and development maps.

Of the above documentation, three types are closed, namely: conclusions, correction cards and protocols. The other three types are free for access by persons interested in information. Moreover, their main goal is to get acquainted with the individual psychological characteristics of a particular person (a particular group).

Extract is considered the appearance of documentation and is issued both at the request of individuals and at the official request of public institutions. The main text of the extract is an adapted version of that part of the psychological report, which reflects the main conclusions distinctive features and problems, as well as general and specific recommendations. It should be noted that in the case of an official request, this document must have two signatures: the person who conducted the diagnostic examination and the administrative person of the institution. With a specific request, the extract should determine the purpose and means of psychological examination, and as a result, confirmation or refutation of the fact of the request. In the case of extracts from psychological records, the documents are saved for execution with the only difference that they are produced exclusively at official requests and are provided to persons competent in the field of psychology and legally responsible for these documents.

Psychological characteristic reflects a different aspect of mental development and allows, upon acquaintance, to draw up a psychological portrait of a person or an age group as a whole. It is free in form and does not require the approval of administrative persons. It is about individual psychological features development, i.e. about the features of his cognitive sphere, psychophysiological nuances, communicative preferences, the presence of general or special abilities, and much more. The psychological conclusion is the main working documentation of the psychologist.

There are several variants of psychological conclusion.

Option 1. Structured according to partial parameters of mental development. In such psychological conclusions, most often there are individual indicators of motor coordination, identification writing skills, learning ability, motivational-need and intellectual maturity. This type of psychological conclusion can be used in partial psychological examinations.

Option 2. Structuring by complex parameters, including indicators of psychophysical development, as well as an assessment of its education. The disadvantage of this type of structuring is the lack of a single analytical space (psychological). In some cases, it is used in assessing deviations in mental development.

The psychological conclusion should be structured in accordance with the psychologist's conceptual ideas about the process of mental development in relation to a certain age, where each age stage has its own specifics (neoplasms), quantitative and qualitative dynamics of development. Based on the polyconceptual principle, the psychological conclusion should reflect the indicators of the cognitive, personal-emotional and communicative spheres, as well as psychophysiological and other features. In addition to fixing the values ​​of various indicators, the psychological conclusion includes an analysis of compliance with age levels and stages of development of the psyche, as well as the need for corrective, developmental and educational influences or work on certain programs.

Application 1. Layout psychological conclusions

1. General characteristics of mental development based on the characteristics of the psychophysical, psychophysiological nature, adaptive and motor complexes.

2. Cognitive development based on the characteristics of cognitive processes and speech function.

3. Personal-emotional development based on the characteristics of self-consciousness, motivational-need, emotional, value spheres.

4. Communicative development based on the characteristics of the means and positions of communication.

5. Professional competence based on the characteristics of updating and the content of productive and procedural types of professional activity.

7. Features of mental development.

8. Problematic aspects.

9. Psychological forecast of development.

Application 2. Exemplarycompoundpsychologicalcards ( forms)

NAME OF THE INSTITUTION

Psychological map

№____

_____________________________________________________

FULL NAME. child

_____________________________________

Date of Birth

______________________________________________________

FULL NAME. parents (legal representatives)

Arrived (arrived): _____________________________________

Date of enrollment, number of enrollment order: __________________

Group (class, office number, etc.): ________________________

Eliminated: ________________________________________________

Date of retirement, order number of expulsion: __________________

Tendency to escape (by color - red - ran away, yellow - prone, green - normal)

Tendency to antisocial behavior (black - there were attempts)

Bad habits (addictions) - (smoking - orange, alcohol - blue, drugs - brown)

Other

Psychodiagnostic examination protocol

FULL NAME. (subject): ______________________________________________

FULL NAME. (psychologist): _________________________________________________

The date of the: ______________________

Location: __________________________________________________

Request (from whom it comes, the reason for the appeal, the stated problem): _______

____________________________________________________________________________________________________________________________________

The purpose of the examination (the study of cognitive processes, the emotional-volitional sphere, etc.), the rationale for the choice of methods, methods of psychodiagnostic examination: _________________________________

____________________________________________________________________________________________________________________________________

Research methods, techniques, psychodiagnostic material: _________

__________________________________________________________________

Description of the course of the study: ________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

CHILD BEHAVIOR OBSERVATION SCHEME

Name of the child: _________________________________________________

Date of completion: ______________________

Filled in by: parent, psychologist, teacher _________________________________

And features of speech behavior

Does not use speech as a means of communication; when speaking, the speech is not addressed to the interlocutor

Like pseudo deafness

Does not fulfill the request, although he hears and understands the content of the requirements, does not respond to the transition from ordinary speech to whispered

And features of eye contact

Avoids looking in the face of the interlocutor.

foolishness

Reaction to remark

Reacts with laughter to the remark of an adult, praise or blame does not cause a significant change in behavior

In physical actions and facial expressions

Fooling around, mimicking in movements

indecision

IN social relations with others

Avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses to play leading roles in games.

Appears in speech

Uses words: “I don’t know”, “maybe”, “it’s hard to say”, the child does not answer the question, although he knows the answer

In physical action

Afraid to jump off a hill

Reaction to novelty

In a situation of novelty, the child exhibits inhibitory reactions, in new situation less variable behavior than usual

starhi

Specific

Fear of a vacuum cleaner, dogs, darkness, gusts of wind

Reaction to novelty

Afraid to enter a new room

Social

Fear of new people in a new situation, fear of public speaking, fear of being alone

anxiety

In facial expressions

Wandering, detached look

In speech

In speech

In motion

In motion

In relationships with others

Sleeps with parents, strives to be closer to an adult

stiffness

In motion

Motor constrained

In speech

Stutters in speech

Reaction to novelty

Reaction to novelty

lethargy

In cognitive activity

Doesn't know what to do

In visual perception

Looking around inactively

In speech

Speaks too softly

Reaction time

The pace of actions is slow, when performing actions on a signal, it is late

egocentricity

How do you treat yourself

In relationships

He believes that all toys, all sweets are for him.

In speech

Often uses the pronoun "I"

Avoidance of mental effort

In conditions of free activity

Doesn't watch cartoons

In organized classes

Quickly gets tired of an age-appropriate mental task (for comparison, generalization, actions according to the model)

attention deficit

Concentration

Looking around in class

In support and assistance to the child

You have to verbally repeat the task several times, you need a combination of the word with showing the method of action

In speech

Terms of the assignment, etc.

Motor disinhibition

Features of action planning

Hastily plans his own actions

Excessive pace and number of actions

The pace of actions is accelerated, the number of actions is redundant (many unnecessary movements), acts before the signal

Duration of containment of hyperactivity

Gets up in the first half of class when other children are still sitting

Duration of mastery of the state

Gets excited quickly and calms down slowly

Speech disinhibition

Speech volume

Speaks too loudly, cannot speak with normal voice power

Speech rate

The pace of speech is accelerated, speech excitedly

In social relationships

Negotiates in class, despite the comments of an adult

Confuses or skips the sequence of steps for a verbal instruction

Failure to understand complex verbal instructions

Focuses on a visual pattern of behavior or actions of an adult, and not on an explanation of the task

Stuck

In motion

Draws repeating elements

In relationships

Intrusive when communicating, attracts attention, repeats the same request

In speech

Repeats the same phrase over and over

On feelings and emotions

Gets stuck on resentment

Switching difficulties

Difficulty shifting, etc.

Efficiency (mental)

Gets tired quickly from a task that requires mental activity, gets tired when reading a book, gets tired on the first part of an organized lesson

Performance (physical)

Quickly gets tired on a walk, gets tired from physical activity, loses working capacity in the first third of an organized lesson, loses working capacity in the first third of an organized lesson, requires varying the complexity of a task that does not require mental effort, working capacity fluctuates during the day, alternating increased and reduced working capacity

Psychological characteristic No. ______

on (pupil, convict, client, patient, etc.)

______

Methods of psychological examination used: _________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Education: ______________________________________________________

At the time of the psychological examination, ___________________ has the following individual and psychological characteristics.

Individual personality traits (peculiarities of upbringing, significant

biographical factors: who lives with, who brings up, who is friends with, who is a significant figure, whether there are people with addictions in the family, income, etc.

Features of relationships with relatives: _______________________

____________________________________________________________________________________________________________________________________

Features of higher mental functions (memory, attention, intellect, speech, thinking, imagination, will): __________________________________

____________________________________________________________________________________________________________________________________

Features of the personal sphere (self-regulation, temperament, self-esteem, legal awareness): ____________________________________________________

____________________________________________________________________________________________________________________________________

Emotional-volitional qualities: _____________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Interaction style: ______________________________________________

____________________________________________________________________________________________________________________________________

Adaptation: ________________________________________________________

__________________________________________________________________

In stress: _________________________________________________________

__________________________________________________________________

Attitude (to work, to social requirements, to study, to the current situation): _________________________________________________________

__________________________________________________________________

Plans and goals for the future: ____________________________________________

____________________________________________________________________________________________________________________________________

Information about the existing deviations in the psyche and anamnesis: ________________

__________________________________________________________________

Level of psychological well-being: ______________________________

Bad habits: _________________________________________________

Conclusion: _______________________________________________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

Psychologist ______________/________________

"___" ______________ 20___FULL NAME. Psychologist / painting

PROTOCOL

Individual (educational, preventive) conversation

From "__" ______ 20____

Full name of the interlocutor __________________________________________________

Date of Birth _______________

Purpose of the conversation

__________________________________________________________________

The content of the conversation _________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Offers_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The interview was conducted:

________________________________________________________

________________________________________________________

Signature of the interlocutor ______________

Individual consultation protocol

FULL NAME. client:___________________________________

Age:_____________

Target: _____________________________________________________________

__________________________________________________________________

Meeting progress:

The course of the conversation

Analysis of the activity of the consultant (note)

Preparatory stage.

Setup stage.

diagnostic stage.

Control stage.

Conclusions: __________________________________________________________

____________________________________________________________________________________________________________________________________

Date of:_________________________

Psychologist: _______________________/__________________

Clinical and medical psychologist of health care institutions and other enterprises, in his practical activities, one way or another, use various types of documents for the orderliness of work and its proper organization.

In the previous article, we considered the fundamental regulatory legal documents of a psychologist, and here I will reveal to you what you really need in practical work with a client. At the same time, you can download the attached documents in doc format to your computer and use them in your work.

Any activity, as we know, must begin with an order for the main activity in the institution, so we will start with it.

Order: example-sample

This is an order to approve the Regulations on the activities of a clinical / medical psychologist and the maintenance of accounting and reporting forms of documentation, let's consider an approximate example of such an order.

State state-financed organization health care "Name central district hospital" village Name

dated February 17, 2017 No. 128 A "On approval of the Regulations on the activities of a clinical / medical * psychologist of the GBUZ "Name of the Central District Hospital" and the maintenance of accounting and reporting forms of documentation of a medical psychologist"

In order to improve the efficiency of the GBUZ "Name of the Central District Hospital"

I ORDER:

1. Approve:

1.1. Regulations on the activities of a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", in accordance with Appendix 1 (on 2 pages).

1.2. The form "Consent of the client to the processing of personal data" for the work of a clinical / medical psychologist, according to Appendix 2 (on 1 page).

1.3. The form "Journal of citizens' appeals to a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", to record the data of citizens applying to a clinical / medical psychologist, in accordance with Appendix 3 (on 1 page).

1.4. The form “Coding of personal data of a client in the activities of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital”, to improve the conditions for anonymity of requests and confidentiality of information about clients, in accordance with Appendix 4 (on page 11).

1.5. An individual psychological card of the client of the clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” to record information about the client, the dynamics of his condition and ongoing psychodiagnostic, psychoconsulting and psychocorrective measures, according to Appendix 5 (on 2 pages).

1.6. The form "Journal of advisory work of a clinical / medical psychologist of the GBUZ" Name of the Central District Hospital "for fixing psychological consultations, according to Appendix 6 (on 1 page)

1.7. The form “Journal of psychodiagnostic work of a clinical / medical psychologist of the GBUZ “Name of the Central District Hospital” for fixing psychodiagnostic measures, in accordance with Appendix 7 (on 1 page).

1.8. The form “Diary of individual psycho-correctional work of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” for fixing psycho-correctional measures, in accordance with Appendix 8 (on 1 page).

1.9. The form “Diary of group psycho-correctional work of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” for fixing psycho-correctional measures when working with a group of clients, in accordance with Appendix 9 (on 1 page).

1.10. The form “Report on the activities of a clinical / medical psychologist of the GBUZ “Name of the Central District Hospital” for monthly reporting, in accordance with Appendix 10 (on 1 page).

1.11. Requirements for an experimental psychological examination and psychodiagnostic conclusions in the activities of a clinical / medical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" and standards for psycho-correctional work, according to Appendix 11 (on 4 pages)

1.12. The procedure for issuing a referral for an experimental psychological examination to a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", in accordance with Appendix 12 (on 1 page)

1. The control over the execution of the order shall be entrusted to the Deputy Chief Physician for Medical Affairs Surname I. O.

Chief physician I. O. Surname

Familiarized with the order: Surname I.O.

*Note: From the "clinical/medical" type of language, choose the one that best suits your needs. staffing in an organization with job titles. In what follows, I will use these terms as synonyms.

Regulations on the activities of a clinical psychologist GBUZ "Name of the Central District Hospital", is, as you already understood, Appendix 1 to the order of the head physician of the GBUZ "Name of the Central District Hospital" of February 17, 2017 No. 128-A and is located on the page "Psychologist: position on activities and job description". We will not consider it separately here.

Consent of the client to the processing of personal data

Appendix 2 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

Heading: "Consent of the client to the processing of personal data"

I, __________ (full name), residing at: _________

_____________________________________,

(name of the identity document, by whom and when issued)

in accordance with the requirements of Article 9 of the Federal Law of July 27, 2006 No. 152-FZ “On Personal Data”, of my own free will and in my interest, I agree to the processing GBUZ "Name of the Central District Hospital" (hereinafter referred to as the Institution) of the following your personal data: last name, first name, patronymic, year, month, date of birth, gender, place of residence, including information about registration at the place of residence and place of stay, home number, cell phones, social category of the family.

The processing of my personal data is carried out by the Institution solely for the purpose of providing me with medical services and generating documents for me as a client of the Institution.

I grant the Institution the right to carry out the following actions with my personal data: collection, systematization, accumulation, storage, clarification, (updating, changing), use, depersonalization, blocking, destruction of personal data to the extent determined by the relevant laws and other legal regulations, using paper and electronic media, in compliance with measures to ensure their protection from unauthorized access.

The institution has the right to carry out mixed (automated and non-automated) processing of my personal data by entering it into an electronic database, including it in reporting forms, stipulated by the documents regulating the provision of reporting data (documents).

I am guaranteed the confidentiality of my personal data during their processing and storage, which is carried out no longer than the period provided for by the relevant regulatory legal acts.

This consent is permanent, but I reserve the right to withdraw my consent by means of an appropriate written document.

"___" ______ 20___ ____________ ____________________

(date) (signature) (signature)

Journal of Citizens' Appeal to a Clinical Psychologist

Appendix 3 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

The form of logging citizens' appeals to a medical psychologist of the GBUZ "Name of the Central District Hospital" consists in a table of twelve columns in their headings is displayed:

1. Client code
2. Floor; m/f
3. Date of birth/age
4. Address, phone
5. Social status / place of work
6. Family status
7. Applicant's code
8. Request reason code
9. Issue code/type of case
10. ICD-10 code
11. Dates of repeated calls

Coding of personal data of the client

Appendix 4 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

Encoding of the client's personal data in the activities of a medical and clinical psychologist is necessary. Since in some cases, and even in most cases, at the request of the client, it is necessary to maintain complete anonymity of the survey. To do this, you can provide a kind of encoding. This model is also very convenient for compiling a statistical report.

Code of the client who applied for psychological help

A code is implied, i.e. a serial number under which a client who applied to a medical psychologist was once entered in the "Journal of Citizens' Appeals to a Clinical Psychologist" for the current reporting year. That. any citizen who applied for psychological help has only one entry about himself in this journal in one serial line throughout the year, despite any number of visits to a medical psychologist during the current year.

Client social status code

1. Preschooler.
2. Student of secondary educational institutions.
3. Non-student.
4. Student.
5. Working.
6. Not working.
7. Disability pensioner.
8. Retired by age.
9. Disabled child.
10. An orphan child.
11. A child without parental care.
12. The child is neglected.
13. Orphanage graduate.
14. Disabled person.
15. Unemployed.
16. Forced migrant.
17. BUM.
18. Released from prison.
19. WWII veteran.
20. Combat veteran.

Client family status code

1. Full.
2. Incomplete.
3. Childless.
4. Full of many children.
5. Incomplete with many children.
6. Lonely (after 21).
7. Custodial.
8. Reception.
9. with disabled children.
10. with disabled parents.
11. Single mother.
12. Single father.
13. Underage parents.

Note: the entry may not be limited to using only one code from the corresponding group. If clarifications and additions are necessary, any other suitable code from the group may be set, for example, 02 - single-parent family, 11 - single mother, 13 - minor - 02/11/13.

Code of the person who applied for psychological help

Contact reason codes

Option 1

An ellipsis after a code means that the code can be detailed (using letters or numbers). For example, the code “P” (parent), if necessary, can be specified: “Rm” or “Rd” (similarly, other codes of applicants), and the code “O” of such a reason for applying as learning problems can be detailed as “O1” - problems of mastering the curriculum of elementary school, "O1-M" - problems of mastering mathematics within the framework of elementary school, etc.

Option 2

Request reason code	The reason for petition
01	Family and marital relations
02	Relationship between parents and children
03	Love relationship
04	Interpersonal relationships
05	Intrapersonal problems
06
07	Violence
08	career guidance
09	Addictions and codependencies
10	Problems related to study/work
11	A crisis
12	Other

Codification of problem calls

Group number	CodeProblems	Appeal type
10		A crisis
	1001	Deprivation (divorce, death, other losses)
	1002	Situational (illness, injury, accident, catastrophe, ...)
	1003	Current life changes (pregnancy, new job, relocation)
	1004	Integration (positive dimensions that cause stress: marriage, new acquaintances)
	1005	Other crisis experiences
11		suicide
	1101	Suicidal ideas, thoughts, experiences
	1102	Suicidal plan, preparation for suicide (will, distribution of things, farewell)
	1103	Suicidal actions
	1104	Previous Attempts
	1105	Suicide of a loved one
	1106	Post-suicide
	1107	Other suicidal appeals
12		Family and marital relationships
	1201	family conflict
	1202	Conflicts between children
	1203	Spouses conflict
	1204	Divorce. upcoming divorce.
	1205	adultery
	1206	Family crisis (change in family life: birth of a child, separation due to departure)
	1207	Other family and marital problems
13		Relationships between children and parents
	1301	Conflict with parents
	1302	Conflict with a child
	1303	Threatened divorce or divorce of parents
	1304	Problems of upbringing, child development
	1305	Adult children, relationships with grown-up children. "Empty nest".
	1306	Non-native children. step parents
	1307	Abandoned children. Isolation of a child (orphanage, orphanage, boarding school, prison)
	1308	Death of one or both parents. Orphanhood
	1309	Other parent-child relationship problems
14		Self-acceptance issues. existential experiences
	1401	External (physical) unattractiveness
	1402	Mismatch with the expectations of the environment (family, friends, colleagues, etc.)
	1403	Difficulties in personal growth, maturation
	1404	Rejection (rejection) of oneself as a person
	1405	Loneliness.
	1406	Search, absence or loss of the meaning of life
	1407	Religious, spiritual problems, questions of faith.
	1408	Other existential experiences
	1409	Other self-acceptance problems
15		Communication and relationships
	1501	Establishing friendships
	1502	Difficulties in relationships, misunderstanding, confusion in relationships
	1503	Difficulty adapting to a new team
	1504	Conflicts (except industrial), quarrels
	1505	Pressure from a reference group or friend
	1506	Other communication problems
16		Love relationship
	1601	Difficulties in dating
	1602	Difficulties in choosing a partner
	1603	Difficulties in getting closer. Difficulties in expressing affection.
	1604	unrequited love
	1605	Jealousy
	1606	Treason
	1607	Cooling feelings, breaking up relationships. Difficulties of parting
	1608	Other Relationship Problems
17		sexual relations
	1701	gender identity
	1702	First sexual experience
	1703	Masturbation
	1704	Sexual disharmony (impotence, frigidity, …)
	1705	Homosexuality
	1706	Features of sexual behavior (peeping, demonstration, fetishism, etc.)
	1707	Contraceptive issues
	1708	unwanted pregnancy
	1709	incest
	1710	Using the counselor as a sex object
	1711	Other problems of sexual relations
18		Dependencies
	1801	Addictive behavior
	1802	Nicotine addiction
	1803	Drug addiction
	1804	Alcohol addiction
	1805	internet addiction
	1806	Gaming addiction (including computer games), gambling.
	1807	co-addiction
	1808	Other dependency issues
19		Health
	1901	Experience of the current traumatic event/process
	1902	Mental health and its disorders, depression, "nervous breakdown".
	1903	Somatic health and its disorders, complications.
	1904	Venous diseases
	1905	HIV infection, AIDS.
	1906	Oncological diseases
	1907	Disability
	1908	Post-traumatic syndrome (including "Afghan", "Chechen", "Karabakh", etc. syndrome).
	1909	Pregnancy
	1910	Abortion
	1911	Other health-related appeals
20		Violence
	2001	Emotional pressure (threats, blackmail, bullying, humiliation)
	2002	Domestic violence, unacceptable lifestyle family life
	2003	Psychological violence against a person (including the action of sects, other informal associations)
	2004	Physical abuse, domestic abuse
	2005	economic violence
	2006	Sexual harassment, molestation
	2007	Manipulative inclination towards intimacy (“if you love me, then ...”)
	2008	Rape; indecent acts
	2009	Thoughts of murder. Assassination plan, preparation.
	2010	Post-murder
	2011	Other problems associated with the manifestation of violence
21		Social adaptation and maladaptation
	2101	Violation of social norms (vagrancy, theft)
	2102	Violation of the law (including a court verdict, summons to the prosecutor's office, police department, FSB, etc.)
	2103	Forced isolation (prison, boarding school, other special institutions) and adaptation after it
	2104	Conscription and military service
	2105	social tension
	2106	National and international problems
	2107	Migration
	2108	Financial difficulties, poor living conditions
	2109	Other problems of social adaptation
22		Academic and professional issues
	2201	Difficulties in choosing a profession
	2202	Difficulties of professional growth
	2203	Employment, job loss, unemployment
	2204	Dissatisfaction with studies, work
	2205	Conflict with a teacher
	2206	Industrial conflict
	2207	Unwillingness to study, work
	2208	Other academic and professional issues
23		Other appeals
	2301	Complaints about another person
	2302	Information request
	2303	Information about TD
	2304	Information about mental health services
	2305	"Just to talk" (appeal associated with lack of communication)
	2306	Gratitude
	2307	Hanging client
	2308	pathological client
	2309	Silence and "control"
	2310	Draw
	2311	Swearing and threats against the consultant
	2312	Unclassified treatment

Codification of problems according to ICD-10

Codes of problems for the medical classification of diseases of the tenth revision "Factors influencing the state of health", "Symptoms, signs and deviations from the norm":

ICD-10 code	Problem
Z 04. Examination and observation for other purposes
Z 04.8	Examination and observation for other specified reasons (request for a specialist opinion)
Z 04.9	Examination and observation for unspecified reasons (examination NOS)
Z 09 Follow-up examination after treatment of conditions other than malignancy
Z 09.3	Follow-up examination after psychotherapy
Z 50 Assistance, including the use of rehabilitation procedures
Z 50.2	Rehabilitation of persons suffering from alcoholism
Z 50.3	Rehabilitation of people suffering from drug addiction
Z 50.4	Psychotherapy, not elsewhere classified
Z50.8	Treatment that includes other types of rehabilitation procedures (smoking rehabilitation, NEC self-care training)
Z 54. State of recovery
Z 54.3	State of recovery after psychotherapy
Z 55. Problems related to learning and literacy (excluding disorders of psychological development -F 80 -F 89
Z55.0	Illiteracy
Z 55.1	Lack of learning ability
Z 55.2	Failure in exams
Z 55.3	Backlog in studies
Z 55.4	Poor adaptation to the educational process, conflicts with teachers and classmates
Z 55.8	Inadequate training
Z 56. Problems related to work and unemployment
Z 56.0	Lack of work
Z 56.1	job change
Z 56.2	The threat of job loss
Z 56.3	Busy work schedule
Z 56.4	Conflict with boss and colleagues
Z 56.5	The wrong job
Z 56.6	Other psychophysical stress at work
Z 57. Impact production factors risk
Z 57.8	Adverse effects of other risk factors
Z 58. Problems associated with the physical factors of the environment
Z 58.8	Other problems related to physical environmental factors
Z 59. Problems related to housing and economic circumstances
Z59.0	homelessness
Z 59.1	Poor living conditions
Z 59.2	Conflicts with neighbors, guests, hosts
Z 59.5	extreme poverty
Z 59.6	low income
Z59.8	Other problems
Z 60. Problems associated with adapting to lifestyle changes
Z60.0	Retirement, loneliness syndrome
Z 60.1	Problems associated with upbringing in an incomplete family, or with a stepfather, stepmother
Z 60.2	Living alone
Z 60.3	Difficulties associated with the adoption of another culture (migration, changes in social status)
Z 60.8	Other problems related to the social environment
Z 61. Problems associated with adverse life events in childhood (excl. abuse syndrome - T 74: T 74.1 - physical cruelty, T 74.2 - sexual cruelty, T 74.3 - psychological cruelty
Z 61.0	Loss of loved ones in childhood (death, absence, suspension)
Z 61.1	Weaning a child from home (orphanage, hospital, army)
Z 61.2	New marriage of parents, birth of another child
Z 61.3	decreased self-esteem in childhood (failure, embarrassing episodes)
Z 61.4	Issues related to possible sexual rape of a child by a member of a primary support group
Z 61.5	Rape by an outsider
Z 61.6	Problems associated with possible physical abuse of the child (beating, burns, tying up)
Z 61.7	Personal shocks suffered in childhood (abduction, elements, mutilation, injuries inflicted on a person dear to the child in his presence)
Z 61.8	Other adverse life events in childhood
Z 62. Other problems related to the upbringing of the child (excl. R 74)
Z62.0	Poor child control
Z 62.1	Overprotection
Z 62.2	Education in a closed institution (orphanage, boarding school)
Z 62.3	Hostility towards unfair claims against a child
Z 62.4	Emotional abandonment of children (no warmth, indifference)
Z 62.5	Other problems associated with education (its lack) - the lack of learning and playing experience in the child
Z 62.6	Unacceptable pressure from parents and others (demanding undue responsibility; dressing up a boy as a girl; doing things that are outside the norm)
Z 62.8	Other specified issues related to child rearing
Z 63. Other problems related to loved ones
Z 63.0	Disagreements between spouses
Z 63.1	Disagreements between the parents or relatives of the wife, husband
Z 63.2	Insufficient family support
Z 63.3	Absence of a family member
Z 63.4	Disappearance and death of a family member
Z 63.5	Family breakdown
Z 63.6	Dependent family member in need of care
Z 63.7	Other stressful life events affecting the family and economic conditions: - Anxiety (normal) about a sick family member; - Health-related problems in the family; - Illness, disorder in a family member; - Isolated family.
Z 63.8	Other specified problems associated with the primary support group (disagreements, elevated emotional level; upset relationships).
Z 64. Problems associated with certain psychosocial circumstances
Z 64.3	Seeking and taking actions, behavioral and psychological in nature, known to be harmful and dangerous
Z 65. Problems related to other psychosocial circumstances
Z65.8	Other specified problems related to psychological circumstances
Z 70. Counseling regarding sexual relations, behavior and orientation
Z70.0	Sexual attitude counseling (person who is embarrassed, shy or otherwise embarrassed about sexual matters)
Z 70.1	Counseling regarding sexual behavior or sexual orientation (patient concerned with: impotence; lack of response; promiscuity; sexual orientation)
Z 70.2	Third party sexual behavior and orientation counseling (advice regarding sexual behavior or orientation: child, partner, spouse)
Z 70.3	Counseling for complex issues related to sexuality, behavior and orientation
Z70.8	Other counseling regarding sex (sex education)
Z 70.9	Sexual counseling, unspecified
Z 71. Contacts to health care institutions for other consultations and medical advice, not elsewhere classified
Z 71.0	Seeking advice on behalf of another person (exc. ​​Z63.7)
Z 71.1	Complaints caused by fear of illness in its absence
Z 71.2	Asking for clarification of study results
Z 71.3	Nutrition advice
Z 71.4	Alcoholism counseling and supervision (excluding Z50.2)
Z 71.5	Addiction counseling and supervision (excluding Z50.3)
Z 71.6	Smoking advice and supervision (excluding Z50.8)
Z 72. Problems related to lifestyle
Z 72.3	Lack of physical activity
Z 72.6	Gambling and betting (excl. compulsive or pathological gambling (F63.0))
Z 72.8	Other lifestyle problems (self-harming behaviors)
Z 73. Problems associated with difficulties in maintaining a normal lifestyle
Z 73.0	Overwork
Z 73.1	Accentuated personality traits
Z 73.2	Lack of rest and relaxation
Z 73.3	Stressful condition not classified elsewhere (physical and mental stress)
Z 73.5	Social role conflict, not elsewhere classified
Z 73.6	Restriction of activity caused by a decrease or loss of ability to work
Z 91. Personal history of risk factors not elsewhere classified
Z91.4	Personal history of psychological trauma, not elsewhere classified
Z91.5	Personal history of self-harm (parasuicide, self-poisoning, suicide attempt)
R 40 - 46. Symptoms and signs related to cognition, perception, emotional state and behavior
R 40 Somnolence, stupor, coma (excl. coma: diabetic, hepatic, hypoglycemic, uremic, neonatal)
R40.0	Drowsiness (hypersomnia), drowsiness
R 40.1	Stupor (precoma) (excl. stupor cacatonic (F20.2), depressive (F 31-33), dissociative (F 44.2), manic (F 30.2)
R40.2	Unconsciousness NOS (coma unspecified)
R 41. Other symptoms and signs relating to cognition and awareness (excl. dissociative (conversion) disorders (F 44))
R41.0	Disorientation, unspecified (clouding of consciousness NOS (excl. psychogenic disorientation (F 44.8))
R 41.1	Anterograde amnesia
R 41.2	retrograde amnesia
R41.3	Amnesia NOS
R41.8	Other unspecified symptoms related to cognition and awareness
R 43. Disorders of smell and taste
R43.0	Anosmia
R 43.1	Parosmia
R 43.2	Parageusia
R43.8	Other and unspecified disorders of smell and taste (combined impairment of smell and taste)
R 44 Other symptoms and signs relating to general sensations and perceptions (excl. disturbances of skin sensation (R20.-)
R44.0	auditory hallucinations
R 44.1	visual hallucinations
R44.2	Other hallucinations
R44.3	Hallucinations, unspecified
R44.8	Other unspecified symptoms relating to general sensations and perceptions
R 45. Symptoms and signs related to the emotional state
R45.0	Nervousness (nervous tension)
R 45.1	Anxiety and agitation
R 45.2	State of anxiety due to failures and misfortunes (anxious state NOS)
R45.3	Demoralization and apathy
R45.4	Irritability and anger
R45.5	Hostility
R45.6	Physical aggressiveness
R45.7	State of emotional shock and stress, unspecified
R45.8	Other symptoms related to the emotional state
R 46 Symptoms and signs relating to appearance and behavior
R46.0	Very poor personal hygiene
R 46.1	Quirky appearance
R 46.2	Strange and unexplained behavior
R46.3	Excessive activity
R46.4	Lethargy, delayed reaction (excl. stupor - R 40.1)
R46.5	Suspicion and obvious evasiveness
R46.6	Excessive interest and increased attention to stressful events
R46.7	Verbosity and unnecessary details that obscure the reason for the contact
R46.8	Other symptoms and signs related to appearance and behavior.

The coding of the client's personal data in the activities of a clinical or medical psychologist of the GBUZ "Name of the Central District Hospital" was developed on the basis of methodological recommendations for the fulfillment of requirements state standard social services for the population of the Volgograd region "Providing socio-psychological services to citizens in difficult life situation". Volgograd, 2010, Medical classification of diseases of the tenth revision, 1995

Individual psychological map of a psychologist's client

Appendix 5 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

An individual psychological card of a client of a medical psychologist of the GBUZ "Name of the Central District Hospital" has the following approximate parameters. I give one of the completed psychological maps as an example.

1. Client code 37,
2. Gender: m/f, f,
3. Date of birth / age 33,
4. Place of residence Art. Name,
5. Social status 06,
6. Marital Status 01,
7. Applicant's code F,
8. Request reason code 12,
9. Issue code/case type 1903,
10. ICD-10 code Z04.8.

February 17, 2017 Psychological counseling.

The client is undergoing inpatient treatment in the therapeutic department of the State Budgetary Institution of Health “Name of the Central District Hospital” due to a deterioration in her somatic condition. The initiative to seek advice from a medical psychologist comes from her attending physician, and not from the client herself. According to the attending physician, the client has anorexia, sleep disturbances, depression and exhaustion of nervous processes.

Appearance the client is untidy, her face is somewhat edematous, undernourished, her speech is quiet, during the consultation she was mostly lying in bed. When asked whether she goes outside or into the corridor for a walk in order to create useful daily physical activity to improve the quality of night sleep, she answers in the affirmative.

Contact is available, oriented in place, time, self. Without difficulty, he correctly names his home address, his date of birth. The client was recommended a psychodiagnostic examination.

February 17, 2017 Psychodiagnostic examination

In relation to the psychodiagnostic examination, there were no resistances on the part of the client. She performed tasks willingly, although her attitude to the examination was indifferent.

Sensorimotor sphere, attention, cognitive sphere.

Methodology: Schulte tables. Lead time.

Table #1 - 93 sec., #2 - 90 sec., #3 - 80 sec., #4 - 91 sec., #5 - 95 sec.

Methodology - testCFIT - R. Cattella.

Only a few initial tasks were completed due to the client's great fatigue. From the 1st subtest - 12 tasks - 8 errors. The client cannot fully understand the meaning of solving the presented simple tasks.

Methodology: Simple analogies.

Of the first 10 tasks, 5 were solved incorrectly.

Conclusion: attention is very unstable, performance in dynamics is very low, fatigue/exhaustion of nervous processes is pronounced, the process of thinking is unstable and fragile. The process of operating with simple analogies is disrupted.

At the moment, it is impossible yet to speak unequivocally about the level of intellectual development and the type of thinking due to rather deep disorders of the somatic state.

Emotional-volitional sphere and personal sphere.

Methodology: Method of color selections (MCV)*.

Methodology: Method of portrait selections (MPV) *.

*Note: The data from the tables can be found in the doc file below.

MCV data: color selection method

Self-regulation is weakened. The sympathetic tone prevails (the process of excitation). Emotional tension is minimal with a tendency to decrease. emotional lability. Weak control over the emotional sphere. The reaction to the emotional load in the direction of disorganization. Positive emotional background. Extraversion (orientation of the personality outside). The performance is reduced. The minimum degree of conflict between anabolic and catabolic tendencies (the desire to accumulate and expend energy). Vegetative balance coefficient = 14/7.

Function Pairs:

1-6. Stress, expressed dissatisfaction, which is caused by a feeling of inferiority and is manifested by restrictive behavior. Dependence of position, uncertainty. increased sensitivity to environmental influences. Expressed control is considered as the only guarantee of self-assertion and upholding of one's positions. The main problems are lack of recognition and increased self-control.

3-1. Dissatisfaction due to the experience of loss or discord in the area of ​​deep attachment. The desire to forget in strenuous activity.

MPV data: portrait selection method

Let's list the most active factors.

hy-- Mixed unstable type of higher nervous activity. Emotionally immature, unstable, emotive type of response. Instability and variability of emotions, demonstrativeness, inconsistency of attitudes, capriciousness, dramatization of existing problems. High probability of developing psychosomatic disorders. With deformation of drives, there is a high probability of developing deviant behavior.

The need for further psychological research to clarify the personality profile.

The client is recommended to lead a healthy lifestyle, reconsider life priorities, study the information and methodological booklet " Autogenic training».

Clinical psychologist I. O. Surname February 17, 2017

Journal of Consultative Psychology

Appendix 6 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

It consists of six columns, in which it is written:

1. No. p / p
2. Date and time of the event
3. Result

Note:

1. Only one service is recorded in the journal - psychological counseling.
2. In the graph "Appeal"
3. In the graph "The reason for petition"

• what or whom the counselee is complaining about;

*can be coded based on the reasons for the appeal and the type of the client's appeal, according to the coding of the client's personal data in the activities of the clinical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" (Appendix 3 to the order of the head physician).

1. In the graph "Problem" the following options are written:

1. In the graph "Result" the following options are written:

• the level of client satisfaction (the client is completely satisfied / not satisfied / it is difficult to determine the level of satisfaction / not satisfied with the consultation, etc.).

Journal of psychodiagnostic work of a psychologist

Appendix 7 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

The journal of psychodiagnostic work of a clinical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" also consists of six columns, which state:

1. No. p / p
2. Date and time of the event
3. Appeal (primary / repeated)
4. Consulted: client (code), age, gender.
5. Reason for contact or problem
6. Result

It is similar in many ways to the previous magazine.

Note:

1. Only one service is recorded in the journal - psychological diagnostics.
2. In the graph "Appeal" the type of appeal is prescribed: primary or repeated.
3. In the graph "The reason for petition" the following options are written:

• what or whom the diagnosed person complains about;
• what kind of help is waiting (“advise”, “teach”, “influence”, etc.).

*can be coded based on the reasons for the appeal and the type of the client’s appeal, according to the coding of the client’s personal data in the activities of the medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” (Appendix 3 to the order of the head physician).

1. In the graph "Problem" the following options are written:

• the initial state of the client (“the counselee was in a state of”: anxiety, doubt, uncertainty, despondency, shock, uncertainty, in a vicious circle of conflict, in search of participation, psychological intoxication, aestheticization of personal problems, manipulation, etc. - be sure to indicate in which area) ;

*can be coded based on the type of treatment and / or ICD-10, according to the coding of the client's personal data in the activities of the medical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" (Appendix 3 to the order of the head physician).

• the essence of the client’s difficulties (“I want ... but I can’t ...”);
• self-diagnosis (as the client himself explains the reasons for his difficulties).

1. In the graph "Result" the following options are written:

• what is the nature of the existing problem (the problem belongs to the category: acute, requiring immediate help; bears a suicidal risk; requiring the help of other specialists - a psychiatrist, psychotherapist, speech therapist, social worker etc.; not spicy, etc.);
• what was done (general emotional support was provided; support was provided for the decision made; a joint analysis and discussion of the life situation and life alternatives was carried out; information was provided on institutions providing ...; information was provided on marital and family relationships; information was provided on age characteristics ...; recommendations were given in areas of professional problems/family relations/relationships with children/personal problems; express diagnostics were carried out ... etc.);
• general recommendations(the problem requires additional meetings - indicate the date and time of the next consultation; the client must participate in the “…” program; it is necessary to transfer the client to another psychologist-consultant, etc.);
• the level of customer satisfaction (the customer is completely satisfied / not satisfied / it is difficult to determine the level of satisfaction / not satisfied with the diagnosis, etc.).

Diary of individual psycho-correctional work of a psychologist

Appendix 8 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

The diary of individual psycho-correctional work of a medical / clinical psychologist of the GBUZ "Name of the Central District Hospital" consists of six columns with the following content:

1. No. p / p
2. Date and time of the event.
3. Appeal (primary / repeated).
4. Client data: code, age, gender.
5. Techniques and methods of psycho-corrective interventions.
6. Dynamics in the state and behavior of the client.

Note:

1. Only one service is recorded in the journal - psychological correction.
2. In the graph "Appeal" the type of appeal is prescribed: primary or repeated.
3. In the graph "Techniques and methods of psycho-corrective interventions" the psychological methods used in psycho-corrective classes are prescribed accordingly.
4. In the graph "Dynamics in the state and behavior of the client" the results of the psycho-correctional measures taken, recommendations are prescribed.

Diary of group psycho-correctional work of a psychologist

Appendix 9 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

Report on the activities of a psychologist

Appendix 10 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

Report on the results of the activities of the medical / clinical psychologist GBUZ "Name of the Central District Hospital"

for ________________ 201__

Number of working hours: _____________.
Number of psychodiagnostic conclusions by form:
Form 0 ________, Form 1_________, Form 2_________, Form 3_________.

Total for Form 1: ___________.
Medical/Clinical

psychologist _____________ _______________________

(signature) (surname, initials)
"___" _____________ 201__

Requirement for examination and psychodiagnostic conclusions

Annex 11 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

There are 4 forms of psychodiagnostic conclusions:

Form 0:

1. Conclusion according to the data of neuropsychological examination, as an examination of increased complexity, requiring high qualification of a medical psychologist.
2. Conclusion for a comprehensive forensic psychological and psychiatric examination, which is a complete psychodiagnostic examination and the answers of an expert psychologist to the questions posed.

Form 1:

Conclusion according to a complete psychodiagnostic examination. As a rule, it is carried out in connection with the tasks of differential diagnosis, clarifying the degree and depth of disorders of mental activity, identifying intact and disturbed links of the psyche, when solving expert questions.

Form 2:

Conclusion according to the data of a partial examination - sensorimotor, cognitive, or emotional-volitional and personal spheres. As a rule, it is carried out in the clinic of neuroses and in patients of a general somatic profile (clarification of personal characteristics, characteristics of the emotional-volitional sphere).

Form 3:

Conclusion according to the survey data using the MMPI questionnaire with a detailed analysis of the subject's personal profile. It is shown to identify the personal characteristics of the subject, to assess the effectiveness of ongoing psychotherapy, both individual and group.

A set of necessary methods is proposed that should be used in the survey (basic methods) and a set of additional methods that may vary at the discretion of a specialist psychologist.

For the convenience of calculation, the total number of conclusions for the reporting period is reduced to the number of conclusions in form 1.

Given the time required to conduct an examination, analyze the results and write a conclusion, the normative workload of a medical psychologist can be 16 conclusions in form 1 per month for one position of a medical psychologist (with a 36-hour working week) in the hospital. In the outpatient service 20 conclusions in form 1 per month. At the end of the month, the psychologist submits a report on his work ( Appendix 9).

Below are requirements for experimental psychological examination and conclusions.

Requirements for examination and conclusions

To the conclusion in form 1(total labor costs for 1 conclusion 9-10 hours):

Study of the sensorimotor sphere and attention
Basic techniques:	Additional methods:
Schulte tables and their modifications	Account according to Kraepelin Correction test Koos Method Neuropsychological tests Counting down M-ka Kogan
Research of the cognitive sphere(memory, thinking, intelligence, associative processes)
Learning 10 words Indirect memorization (according to Leontiev or pictogram) Verbal associations Essential Features 4th extra (exclusion of items) Comparison of concepts	Memory with interference Visual memorization (plot pictures) Item classification Interpretation of proverbs and metaphors Establishing the sequence of events Simple and complex analogies Explanation of the meaning and content of plot pictures countdown Koos Method Raven test Wechsler test (subtests) Ebbinghaus test Ridiculous Pictures Neuropsychological subtests
The study of the emotional-volitional sphere and the personal sphere
Self-Esteem Survey + Conversation Luscher test A variant of a projective drawing (a drawing of a person, a house-tree-man, a non-existent animal, etc.)	MMRI Rosenzweig test M-ka unfinished sentences M-ka diagnostic value orientations M-ka assessment of the level of claims Thematic associations Cattell test Sondi test Test “Hand” Rorschach test M-ka Leary Relationship color test

To the conclusion in form 2(total labor costs for 1 conclusion 5-6 hours): Study of one or two of the indicated areas.

All basic methods for examining a certain mental sphere, plus 2-3 of the additional ones (at the discretion of the psychologist).

Two opinions in form 2 are equated to one opinion in form 1.

To the conclusion in form 3(total labor costs 3-4 hours):

Questionnaire MMRI with the interpretation of a personal profile.

Three conclusions in form 3 are equated to one conclusion in form 1.

To the conclusion in the form 0(total labor costs 20-25 hours):

One Form 0 opinion is equivalent to three Form 1 opinions in a hospital, and two Form 1 opinions in an outpatient service.

Note:

1. In the study of patients: with reduced intelligence; defects in hearing, vision; with a general poor somatic condition, a decrease in the number of presented methods is allowed. Similarly - when examining patients in an outpatient service with a lack of time.
2. The list of additional methods cannot be given in full due to their a large number.
3. At psychological research children, methods specific to a given contingent of subjects are included.

Standards of psycho-correctional work of a medical psychologist:

A. Group psycho-correctional work

Any group work requires careful theoretical and methodological training, analysis of previous classes and the behavior of each of its participants, assessment of the dynamics in the state of each member of the group. Given these conditions, it is recommended to conduct two group sessions per day at the rate of a medical psychologist, including the following steps:

1. Preparing the premises, teaching aids, formulating the task, drawing up a scenario for a group lesson - 30 minutes.
2. Introduction and “warm-up” (warm-up) - the initial stage of the group's work - 15-20 minutes.
3. Implementation of the main tasks - the main stage of the group's work - 60 minutes.
4. Summing up the group lesson - the final stage - 15 minutes.
5. Documentary registration of the conducted group psycho-correctional / psychotherapeutic session (filling in a formalized form of a group session or a description of the group session according to the scheme in the diary of group psycho-correctional work - Appendix 8) - 45 minutes.

B. Individual psycho-correctional work

In one working day, a psychologist can conduct no more than four individual psycho-correctional sessions, that is, 90 minutes are allotted for one session, which include:

1. Preparation for the lesson (reading special literature, talking with the attending physician, studying the medical history, and in case of repeated classes - analyzing previous meetings) - 15 minutes.
2. Lesson - 60 minutes.
3. A record of the lesson in the medical history, register and (or) in a special diary of individual psycho-correctional work ( Appendix 7) - 15 minutes.

The procedure for issuing a referral for an experimental psychological examination to a psychologist

Appendix 12 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"

The referral contains the following information about the patient:

1. Name of the patient.
2. Year of birth.
3. Primary diagnosis (or diagnostic versions).
4. Research task.

Options

A. Differential diagnosis (with the identification of a pathopsychological symptom complex inherent in a particular mental illness);

B. Clarification of the degree of severity (depth) of the disorders present in the subject (decrease in intelligence, depth of emotional-volitional disorders, personality changes, etc.);

C. Identification of the structure of disturbed and intact links of mental activity;

D. Identification of installation tendencies (simulation, dissimulation, aggravation, sursimulation, metasimulation);

D. Evaluation of the dynamics of neuropsychiatric disorders;

E. Diagnostics of the level of mental development for the choice of ways of training and retraining.

Purpose of the study

Options: VVK; MSEC; SSPE; KSPPE; KEK; school expertise; assessment of the effectiveness of therapy; choice of ways of therapy and correction.

Attending doctor

____________ _____________________

signature surname, initials

"___" ____________ 201__

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Well, that's all, good luck in your practical work as a psychologist! I hope my information will be of great benefit to you and will facilitate your work.