FEATURES OF CHILDREN'S PSYCHO CORRECTION

2024 Author: Harry Day | [email protected]. Last modified: 2023-12-17 15:43

Anna pointed out that in a situation with a child, everything that is necessary in a situation of psychological assistance to adults is missing - the consciousness of the problem, the decision to deal with it and the will to get rid of it.

A. N. Leontiev proposed the concept of leading activity. Within the framework of the leading activity, other types of activity mature and differentiate, mental processes and personality traits change. The most famous is the periodization of the development of D. B. Elkonin, based on which the features of psychocorrection in work with children are derived. First of all, this refers to the correlation of the form of performing psychocorrectional exercises with the leading activity, which is characteristic of the child's age. For preschool children, this is a play activity, for primary school children - educational activity. That is, for preschool children, this form is a game, and for primary school children it is an imitation of school activities. Thus, it is possible to create the necessary motivation for a child to psychocorrectional work.

When working with various problem states in children, psychocorrection is carried out in the form of games, operating with figurative representations of problems to be worked out. Its soil is the right-brain childish, or "magic" (an evolutionary ancient process; the belief about the possibility of influencing reality through symbolic mental or physical actions and / or thoughts). Operating with such thinking, a person imagines that by acting on a certain object, he thereby also affects another, which is associated with the original. In reality, there is no such connection, but it is important that it is "alive" in his imagination.

The playing child is involved in the game completely with his whole being. Living in a situation of play, the objects that the child imagines are as real to him as those that exist in reality. A material object that is at hand of a child can replace another material object or non-material, any object that is not directly accessible. In this case, "scolding" the bear, or "communicating" with a self-drawn fairytale creature, which is the personification of the culprit of certain problems, "altering" them, manipulating them, constructing them, the child also changes those behind them (bears, dolls, painted by fairytale characters, sculpted from plasticine cartoon characters) objects of another reality.

In the cultural-historical concept of the development of the psyche (L. S. Vygotsky), the main mechanism of its development is interiorization (intériorisation - transition from outside to inside). At first, the activity is carried out with the support of external objects, and then it "collapses", a transition to the form of mental actions, using imaginary "supports", then to automated execution. The same applies to patterns of behavioral and emotional responses that a child learns at an early age. To "rebuild" the existing pattern during psychocorrectional work with children, this process must be reversed. The opposite direction is exteriorization (exterior - external, external). The exteriorization of a problem is the externalization of its internal image, representation. The child personalizes the problem (transfers it to a bear, a doll, a drawing, that is, a material object), manipulates this material object and, according to the law of children's thinking (magical thinking), performs "magical" operations and thus destroys the primary maladaptive template and retrained again.

When dealing with a child, it must be remembered that an abundance of knowledge of techniques, methods, methods in working with children will not replace the observance of the principle of similarity, without which it is simply unrealistic (literally) to work with a child. regression, will be like the state of a child. Studying with a child, you need to find the same child in yourself, open the world of childhood, and then the ways of working will come by themselves.

But all psychologists who work (and probably not even work) with children know that the problems of children are a reflection of the problems of parents. The child is a mirror reflecting the emotional weather of the family. With family troubles, permanent conflicts, hidden grievances, the child is a "lightning rod", he becomes that vulnerable link in which emotional stress breaks through, in the form of behavioral, emotional, psychosomatic problems. Sisyphean labor to "cure" the effect in the child and leave the cause intact. Therefore, it is necessary to involve parents in the process of psychocorrection. Working with the parent and changing their behavior both in relation to each other and in relation to the child, it is possible to resolve the child's problems.