“The use of psychological and pedagogical technologies in the activities of a school psychologist”
RK, East Kazakhstan region, Semey
KSU "Prirechenskaya Secondary School"
educational psychologist
Zhunuspaeva Laura Auelbekovna
Organization of effective training in modern school involves the integration of academic and innovative forms and methods of interaction between teacher and students. This approach has many advantages. First of all, it allows you to increase the competitiveness of students. With such a training system, a person has the opportunity to improve his verbal and visual image, develop charismatic potential, learn to conduct constructive negotiations, master the techniques of “heuristic optimism” (orientation to success) and technologies for managing his reputation, liberate himself and gain self-confidence, and build internal motivation to self-improvement and self-development, etc.
The basis of any technology is a clear definition of the final goal. In technology, purpose is seen as a central component.
The specificity of the work of a school psychologist is that he must master various technologies, including psychological and pedagogical ones, methods and techniques, and be able to combine and modify them.
What psychological and pedagogical technologies are most relevant in the work of a school psychologist?
A teacher-psychologist, working with children, constantly focuses on their personal structures. When working in this area, the specialist uses the following technologies:
information, through the use of which knowledge, skills and abilities are formed.
operational technologies provide the formation of methods of mental action.
self-development technologies are aimed at the formation of self-governing mechanisms of the individual.
heuristic - for development creativity personality.
applied ones effectively develop the practical sphere of personality.
Let's take a closer look at these technologies.
Information Technology
Information technology is very relevant in the work of a school psychologist.
Thanks to the implementation of the project “Development of a unified educational information environment for schools,” the education system has achieved significant success in the field of informatization in a limited period of time.
Using information technology the implementation of the main activities is relevant school psychologist: diagnostics, consultation, developmental work, education, only the forms and means of their implementation differ significantly from the generally accepted ones. The implementation of the main activities of a school psychologist in remote service mode occurs through:
Creation of a thematic psychological electronic library for schoolchildren, teachers, parents on current issues that concern them,
Exhibition of educational and diagnostic materials for children, with which children can work on-line,
Conducting remote psychological events and competitions,
Organization of remote counseling of target groups (in particular, it is possible to create an Internet trust, a special section, when accessed, closed remote communication between the psychologist and the client is possible),
Organizing forums for designated groups where they could express their opinions, requests, give feedback, and get advice
Organization of distance learning schools
Conducting a chat between a team of psychologists and children, parents, conducting a remote consultation of a psychologist, teacher, administration, as well as chats with the involvement of specialists from other cities, conducting teleconferences with teachers, children, etc.
Conducting surveys of target groups
Organization of psychological workshops for target groups
Speaking about the activities of the remote school psychological service, it is important to note that the remote activities of the psychologist with all target groups must correspond to the actual activities of the school psychologist at the moment at school, which allows us to ensure the integrity of the functioning of all areas of the psychological service. In addition, the same topic should run through the work with all target groups.
One of the areas of using information technology In the work of a school psychologist, one can consider the use of Internet design as a method of correctional and developmental work for a psychologist. The term “Internet project” is one of the most commonly used terms on the Internet. In a narrow sense, it is identified with the concept of “site”. In a broad sense, an Internet project is a project in which computer capabilities and services are used to solve a problem.
Examples of final products of Internet design include the following: website, computer presentation, computer drawing, e-book, magazine, computer game, remote competition, festival, teleconference, discussion chat and other remote events, etc.
An integral part of the implementation of the Internet project is a media presentation of the project results, in which children not only present project products, but also develop expertise skills, planning and selection of information, communication skills, etc. When preparing for a presentation, it is important for children to develop assessment criteria, independently or with the help of a teacher, as well as a structure.
In general, the use of ICT in the work of a school psychologist poses new challenges for the development of collections of digital sources, correction programs, creation electronic textbooks– workshops in psychology, electronic additions to well-known teaching materials in psychology, etc. Information technologies are increasingly becoming part of the activities of educational psychologists and are used as usual.
Educational games technology:
Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:
Instrumental: formation of certain skills and abilities - can be expressed in game exercises;
Gnostic: formation of knowledge and development of students’ thinking – expressed in didactic techniques;
Socio-psychological: development of communicative skills skills, expressed in role-playing games.
Educational game technology can be combined with technologies such as group technology, diagnostics, and training.
The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral component of developmental education, which is based on the development of activity, initiative, and independence of students. In psychology, these technologies develop the cognitive, social, and professional activity of students.
These technologies are effective in working with children of all age categories and with adults (teachers, parents).
Health-saving technologies
In modern schools, along with weakened physical health, schoolchildren suffer from psychological problems (maladaptation disorders). These violations are caused by the influence of the stress-generating system of the organization educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist there are techniques that can lift a child out of a stressful state, relieve internal tension, identify opportunities for a more optimistic outlook on life situations, etc.
Psychological activity involves the use of techniques such as:
Music therapy– use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.
Aromatherapy– the use of aromatic substances for relaxation and aesthetic purposes.
Color therapy– use of color visualization for depression, anxiety, fears.
Dance therapy– using dance movements or imitations to music to relieve muscle tension.
Body therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.
Art therapy
Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collaging. The psychology of creativity has long been successfully used in working with children and adults. Art therapy reveals a person’s multifaceted inner potential and, at the same time, helps fight a number of serious psychological problems, including trauma, internal conflicts, and fears. Thanks to the psychology of creativity, a person is immersed in a situation where he can relieve stress and gain faith in himself. Most often, art technologies are used in diagnosis, correction, psychotherapy, and today in the educational process at different levels of education.
Play therapy
This technology solves the following range of problems: psychocorrection, psychoprophylaxis, development and harmonization of the child’s personality, helps to improve psychological climate in families and small groups.
Play therapy includes individual, paired and group games, techniques involving the use of dolls, figurines, relaxation techniques based on the active work of the imagination, various forms of artistic expression, etc.
The term " psychological technologies“implies an aspect associated with the formation and development of the subject’s personal qualities.
Consequently, the term “psychological technologies” means a set of methods and techniques aimed at the formation of an effectively practical sphere of personality and the realization of natural potentials.
The technologies used by the educational psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training.
Psychological prevention– promoting the full development of the personality of all participants in the educational process, preventing possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. The main task psychological prevention is to create conditions that facilitate an adequate and competent response of the individual to manifestations of psychological violence, refusing to use its forms in interaction.
To implement this function, the following techniques are used:
Increasing the socio-psychological competence of participants in the educational environment on issues psychological safety during seminars, group discussions on problems of psychological violence, design of non-violent alternative models of behavior.
Using data on mental health indicators of participants to form an individual mental hygiene program: reducing the severity of burnout syndrome; level of emotional tension; change in self-attitude; harmonization of the relationship between “I-real” and “I-ideal”, etc.
Joint discussion and development of rules for safe interaction by all participants in the educational environment.
Psychological counseling – assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, the formation of a value-motivational sphere and a system of relationships with others, awareness of the value of non-violence, overcoming professional deformations, achieving emotional stability that promotes personal and professional growth and self-development. Group counseling techniques, included in classes with all educational and training groups, are based on the results of both previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personal – emotional and communicative characteristics, interpreted as indicators of mental health.
Psychological correction– active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.
In practical psychology, there are two directions of correction. The first represents a set of individualized measures to strengthen the regulatory functions of the psyche, develop emotional self-control and self-government. The second is normative-value correction, which consists of introducing certain directions into the individual-personal system of norms and behavioral standards, in accordance with which a person adjusts the performance of his life and activity functions.
Psychological rehabilitation– a process that mobilizes personal adaptation mechanisms when experiencing traumatic circumstances caused by the condition external environment. Rehabilitation involves the return of what has been lost or may be lost due to changing conditions.
It is psychological trainings that are most often considered as rehabilitation psychotechnologies.
Thus, psychological and pedagogical technologies find their appropriate place in the holistic pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge educational psychologist.
Bibliography:
Andreev V.I. Pedagogy: Training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.
Bordovskaya N.V., Rean A.A. Pedagogy: Textbook. for universities. - Sat.-Peter, 2000.
3. Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of “psychologist”. – M.: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO “MO DEK”, 2004. – 464 p. (series “Psychologist’s Library”).
Leontyev A.A. Pedagogy of common sense // “School 2000...” Concept and programs of continuous courses for secondary schools. Vol. 1. – M., 1997, p. 18-20;
Rudestam K. Group psychotherapy. Psychocorrectional groups: theory and practice. – M.: Progress, 1993. – 368 p.
Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. – 320 p.
Sukhareva O.A. Collection of the city conference " Current practice informatization of education", article“The effectiveness of using information technology in the work of a school psychologist” / ed. Skiba N.P., Dubna, M.O. CRO, information department, p. 15, 2006.
Fomin A.S. Playful dance as a technology of the 21st century // Human Ecology: collection. works Volume V. Part VI. Specific technologies of modern education. - Novosibirsk, 2000. – P.185-205
Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.Psychological bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp.327-348.
Internet resources:
Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education
Sizanov A.N. Pedagogical innovations in scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Chernova E.N. Modern psychological and pedagogical teaching technologies
“Psychological and pedagogical technologies in the activities of a school psychologist”
Teacher-psychologist, Municipal Educational Institution Lyceum “Dubna”,
Withseeker GOU DPO MO
Pedagogical Academy of Postgraduate Education
Department of Human Sciences and Physical Culture
Sukhareva O.A.
Today, the word “technology” is increasingly used by specialists in the field of pedagogy and psychology. In the psychological literature, this term is either not considered at all meaningfully or it has an ambiguous meaning.
The term “technology”, based on the wording of many literary sources, is understood as art, skill, skill, a set of processing methods, changes in state.
Any activity can be either technology or creativity. It all starts with a creative idea and ends with technology.
The basis of any technology is a clear definition of the final goal. In technology, purpose is seen as a central component.
The specificity of the work of a school psychologist is that he must master various technologies, including psychological and pedagogical ones, methods and techniques, and be able to combine and modify them.
What psychological and pedagogical technologies are most relevant in the work of a school psychologist?
A teacher-psychologist, working with children, constantly focuses on their personal structures. When working in this area, the specialist uses the following technologies:
information, through the use of which knowledge, skills and abilities are formed.
operational technologies provide the formation of methods of mental action.
self-development technologies are aimed at the formation of self-governing mechanisms of the individual.
heuristic - for the development of the creative abilities of the individual.
applied ones effectively develop the practical sphere of personality.
Let's take a closer look at these technologies.
Information Technology
Information technology is very relevant in the work of a school psychologist.
Thanks to the implementation of the project “Development of a unified educational information environment for schools,” the education system has achieved significant success in the field of informatization in a limited period of time.
With the help of information technology, it is relevant to implement the main areas of activity of a school psychologist: diagnostics, consultation, developmental work, education, only the forms and means of their implementation differ significantly from the generally accepted ones. The implementation of the main activities of a school psychologist in remote service mode occurs through:
Creation of a thematic psychological electronic library for schoolchildren, teachers, parents on current issues that concern them,
Exhibition of educational and diagnostic materials for children, with which children can work on-line,
Conducting remote psychological events and competitions,
Organization of remote counseling of target groups (in particular, it is possible to create an Internet trust, a special section, when accessed, closed remote communication between the psychologist and the client is possible),
Organizing forums for designated groups where they could express their opinions, requests, give feedback, and get advice
Organization of distance learning schools
Conducting a chat between a team of psychologists and children, parents, conducting a remote consultation of a psychologist, teacher, administration, as well as chats with the involvement of specialists from other cities, conducting teleconferences with teachers, children, etc.
Conducting surveys of target groups
Organization of psychological workshops for target groups
Speaking about the activities of the remote school psychological service, it is important to note that the remote activities of the psychologist with all target groups must correspond to the actual activities of the school psychologist at the moment at school, which allows us to ensure the integrity of the functioning of all areas of the psychological service. In addition, the same topic should run through the work with all target groups.
One of the areas of using information technology in the work of a school psychologist can be considered the use of Internet design as a method of correctional and developmental work for a psychologist. The term “Internet project” is one of the most commonly used terms on the Internet. In a narrow sense, it is identified with the concept of “site”. In a broad sense, an Internet project is a project in which computer capabilities and services are used to solve a problem.
Examples of final products of Internet design include the following: website, computer presentation, computer drawing, e-book, magazine, computer game, remote competition, festival, teleconference, discussion chat and other remote events, etc.
Involving children in the development and implementation of their own Internet projects has great developmental potential. On the one hand, as a team form of work, the Internet project allows you to develop cognitive abilities, design thinking, the subjective position of schoolchildren, the ability to collaborate, and work in a team. On the other hand, content allows you to solve a wide variety of psychological problems: correctional, developmental, educational.
An integral part of the implementation of the Internet project is a media presentation of the project results, in which children not only present project products, but also develop expertise skills, planning and selection of information, communication skills, etc. When preparing for a presentation, it is important for children to develop assessment criteria, independently or with the help of a teacher, as well as a structure.
Internet design is often used as part of media psychology lessons, which actively use IT technologies.
In general, the use of ICT in the work of a school psychologist poses new tasks for the development of collections of digital sources, correctional programs, the creation of electronic textbooks - workshops in psychology, electronic additions to well-known teaching materials in psychology, etc. Information technologies are increasingly becoming part of the activities of educational psychologists and are used as usual.
Educational games technology:
Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:
Instrumental: the formation of certain skills and abilities - can be expressed in game exercises;
Gnostic: the formation of knowledge and the development of students’ thinking - expressed in didactic methods;
Socio-psychological: development of communication skills, expressed in role-playing games.
Educational game technology can be combined with technologies such as group technology, diagnostics, and training.
The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral component of developmental education, which is based on the development of activity, initiative, and independence of students. In psychology, these technologies develop the cognitive, social, and professional activity of students. 1
These technologies are effective in working with children of all age categories and with adults (teachers, parents).
Health-saving technologies
In modern schools, along with weakened physical health, schoolchildren suffer from psychological problems (maladaptation disorders). These violations are caused by the influence of the stressful system of organizing the educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist there are techniques that can bring a child out of a stressful state, relieve internal tension, identify the possibility of developing a more optimistic outlook on the life situation, etc.
Psychological activity involves the use of techniques such as:
Music therapy– use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.
Aromatherapy– the use of aromatic substances for relaxation and aesthetic purposes.
Color therapy– use of color visualization for depression, anxiety, fears.
Dance therapy– using dance movements or imitations to music to relieve muscle tension. 2
Body therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.
Art therapy
Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collaging. The psychology of creativity has long been successfully used in working with children and adults. Art therapy reveals a person’s multifaceted inner potential and, at the same time, helps fight a number of serious psychological problems, including trauma, internal conflicts, and fears. () Thanks to the psychology of creativity, a person is immersed in a situation where he can relieve stress and gain faith in himself. Most often, art technologies are used in diagnosis, correction, psychotherapy, and today in the educational process at different levels of education. 3
Play therapy
This technology solves the following range of problems: psychocorrection, psychoprophylaxis, development and harmonization of the child’s personality, and helps improve the psychological climate in families and small groups.
Play therapy includes individual, paired and group games, techniques involving the use of dolls, figurines, relaxation techniques based on the active work of the imagination, various forms of artistic expression, etc.
In approaching the subject, the educational psychologist uses technologies:
Cooperation
Technologies of cooperation realize democracy, equality, partnership in the subjective relations of the psychologist and the child. This technology is most relevant when organizing research activities, competitive movements, as well as in training work. The interaction of a psychologist and a student in cooperation, in addition to solving a cognitive, creative goal, provides for the solution of a psychological and social one - in the course of completing the task, a culture of communication is formed, reflecting all communicative levels: “...activity - interaction - communication - contact” (according to A.A. Leontiev).
Personality-oriented
They place the child’s personality at the center of the entire school socio-psychological system, providing comfortable, conflict-free and safe conditions for her development, and the realization of her natural potentials. Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of the school psychologist is on the unique, holistic personality of the child, striving for maximum realization of his capabilities (self-actualization), open to the perception of new experiences, capable of making conscious and responsible choices in a variety of life situations: (5)
Humanely - personal
They are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual and helping her. They “profess” the ideas of respect and love for the child, optimistic faith in his creative powers, rejecting coercion:
The term “psychological technologies” implies an aspect associated with the formation and development of the subject’s personal qualities.
Consequently, the term “psychological technologies” means a set of methods and techniques aimed at the formation of an effectively practical sphere of personality and the realization of natural potentials.()
The technologies used by the educational psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training. 4
Psychological prevention– promoting the full development of the personality of all participants in the educational process, preventing possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. The main task of psychological prevention is to create conditions that facilitate an adequate and competent response of the individual to manifestations of psychological violence, refusing to use its forms in interaction.
To implement this function, the following techniques are used:
Increasing the socio-psychological competence of participants in the educational environment on issues of psychological safety during seminars, group discussions on the problems of psychological violence, designing non-violent alternative models of behavior.
Using data on mental health indicators of participants to form an individual mental hygiene program: reducing the severity of burnout syndrome; level of emotional tension; change in self-attitude; harmonization of the relationship between “I-real” and “I-ideal”, etc.
Joint discussion and development of rules for safe interaction by all participants in the educational environment.
Psychological counseling – assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, the formation of a value-motivational sphere and a system of relationships with others, awareness of the value of non-violence, overcoming professional deformations, achieving emotional stability that promotes personal and professional growth and self-development. Group counseling techniques, included in classes with all educational and training groups, are based on the results of both previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personal – emotional and communicative characteristics, interpreted as indicators of mental health.
Psychological correction– active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.
In practical psychology, there are two directions of correction. The first represents a set of individualized measures to strengthen the regulatory functions of the psyche, develop emotional self-control and self-government. The second is normative-value correction, which consists of introducing certain directions into the individual-personal system of norms and behavioral standards, in accordance with which a person adjusts the performance of his life and activity functions.
Psychological rehabilitation– a process that mobilizes personal adaptation mechanisms when experiencing traumatic circumstances caused by the state of the external environment. Rehabilitation involves the return of what has been lost or may be lost due to changing conditions.
It is psychological trainings that are most often considered as rehabilitation psychotechnologies.
Thus, psychological and pedagogical technologies find their appropriate place in the holistic pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge of a teacher-psychologist.
Bibliography:
Andreev V.I. Pedagogy: Training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.
Bordovskaya N.V., Rean A.A. Pedagogy: Textbook. for universities. - Sat.-Peter, 2000.
3. Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of “psychologist”. – M.: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO “MO DEK”, 2004. – 464 p. (series “Psychologist’s Library”).
Leontyev A.A. Pedagogy of common sense // “School 2000...” Concept and programs of continuous courses for secondary schools. Vol. 1. – M., 1997, p. 18-20;
Rudestam K. Group psychotherapy. Psychocorrectional groups: theory and practice. – M.: Progress, 1993. – 368 p.
Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. – 320 p.
Sukhareva O.A. Collection of the city conference “Modern practice of informatization of education”, article “Efficiency of using information technologies in the work of a school psychologist” / ed. Skiba N.P., Dubna, M.O. CRO, information department, p. 15, 2006.
Fomin A.S. Playful dance as a technology of the 21st century // Human Ecology: collection. works Volume V. Part VI. Specific technologies of modern education. - Novosibirsk, 2000. – P.185-205
Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.
Internet resources:
Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education /sno/poleznoe/school_psychologist/1804-.html
Sizanov A.N. Pedagogical innovations in scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Chernova E.N. Modern psychological and pedagogical teaching technologies
1 Chernova E.N. Modern psychological and pedagogical teaching technologies
2Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group. Psychological bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp. 327-348.
3 Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education /sno/poleznoe/school_psychologist/1804-.html
4Sizanov A.N. Pedagogical innovations in scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Topic 3. Technologies of psychological work.
Like any other new area human activity, practical psychology intensively develops and masters its own technologies and individual methods or borrows them from related disciplines: various branches of psychology and pedagogy, social work and sociology, medicine, etc. At the stage of formation, methodological discussions in science are inevitable. “Role confusion” also occurs in the field of practical activity. Most often, this is due to clarification of the functional-substantive hierarchy and features of the use of technologies, especially those related to other professional areas. The problem arises of clarifying the essence and specificity of the latter, their ordering in common system, constituting the foundation of practical educational psychology.
The term “technology” is used in different meanings. On the one hand, these are ways of materializing a person’s knowledge, skills and experience in the process of activity to transform the subject of labor or social reality. On the other hand, it is a rational sequence of using tools in order to achieve high-quality work results. In the broad sense of the word, technology is a way of carrying out activities based on its rational division into procedures and operations with their subsequent coordination and selection of optimal means and methods for their implementation. The characteristic features of technology are procedurality as the unity of goals, content, forms, methods and results of activity; a set of methods for changing an object and designing the change process. Technologies involve efficient operation with the least amount of time and effort, are reproducible in various conditions, have clearly defined stages connected to each other, and are subject to adjustment based on feedback. The general classification of technologies can be carried out according to a variety of parameters: types of activities, the nature of the tasks being solved, levels and areas of application, etc.
Socio-psychological technologies are diagnostic and corrective procedures, the object of which is socio-psychological phenomena that influence the behavior of people included in various social groups.
Socio-pedagogical technologies are a set of pedagogical techniques and methods that purposefully influence the consciousness, behavior and activity of a person as a member of society in the process of his socialization, adaptation to new social conditions and in socially oriented activities.
Psychological and pedagogical technologies are a certain system of content, means and methods of teaching and upbringing aimed at solving psychological problems (an example is the technology of developmental education).
Socio-medical technologies are a set of interrelated social and medical techniques and methods of influence aimed at preserving human health and forming healthy image life.
Psychotechnologies are diagnostic, correctional, developmental and psychotherapeutic procedures, the object of which is the mental reality of a particular person, and the subject is changes in certain facets of this mental reality that influence human behavior.
The names of the areas of psychological work and the corresponding technologies coincide, which causes certain difficulties in characterizing the latter. They can be overcome if we define the direction as a possible field of activity, its content, and the corresponding technology as a real purposeful process in the general space of activity with certain content, forms and methods of work corresponding to the tasks of a particular case.
Psychological diagnostics as a technology is a specially organized process of cognition in which, using appropriate methods, information about an individual or group is collected in order to make a psychological diagnosis.
Development technology is aimed at creating mental processes, personality traits and qualities in accordance with the age requirements and individual capabilities of the child. It involves taking into account not only the zone of the child’s current development, but also his future capabilities (zone of proximal development).
The technology of psychoprophylaxis is a system of psychological and pedagogical measures aimed at creating an optimal social situation for the child’s development and psychohygiene of the teaching environment. Prevention is preventive measures related to the elimination of external causes, factors and conditions that cause certain deficiencies in the development of children. It may involve solving problems that have not yet arisen. For example, many parents and teachers strive to develop the child’s activity, provide him with freedom of choice, encourage initiative and independence, thereby preventing social infantilism and passivity. Other preventive measures are taken just before problems arise. Thus, if a child has gaps in knowledge, skills and abilities of an educational and socio-ethical nature, individual work is carried out with him to prevent his socio-pedagogical neglect.
Preventive measures taken in relation to an existing problem prevent the emergence of new ones. For example, a psychologist works with individual behavioral deficiencies of a child, stopping the development of negative personality traits. The first two approaches can be classified as general prevention, and the third – as special. We can call special prevention a system of measures aimed at solving a specific problem: prevention of deviant behavior, academic failure, etc.
In recent years, much attention has been paid to the early prevention of deviations in the development of a child’s personality. This is due to the fact that childhood is the period in which the foundation of personality, moral and ethical standards are laid, and rule-based behavior and normative activities are formed. The child’s nervous system is extremely plastic and capable of change; in this period, he has increased suggestibility, imitation, is dependent on an adult, and parents and teachers are his main authorities.
The technology of psychological information is essentially pedagogical and educational. Another thing is that the means that a psychologist uses when applying it can be both pedagogical (story, conversation, diction, analysis of problem situations, business game) and psychological (diagnostic and advisory conversation, “helpline”, etc.).
The technology of psychological counseling is a purposeful procedure for creating psychological conditions for the emotional response, clarifying the meaning, rationalizing this problem and finding options for solving it.
The technology of socio-psychological adaptation of children and adolescents is a purposeful interconnected activity of all subjects of the holistic pedagogical process (parents, teachers, social educator, psychologist) and the child, which contributes to the mastery of socio-ethical knowledge and norms, the accumulation of positive social experience, promoting successful socialization and individualization of the child in the microsociety.
The technology of psychological correction and psychotherapy is a system of psychological or psychotherapeutic means aimed at eliminating and smoothing out deficiencies or their psychological and pedagogical causes. The result of its use is changes in the child’s psyche that positively affect his condition, activity, communication and behavior in general.
The technology of socio-psychological rehabilitation of children and adolescents is a systemic, purposeful process of their return, inclusion, reintegration into society (family, school, class, peer group), promoting full functioning as a social subject.
Rehabilitation in the psychological and pedagogical aspect can be considered as the process of restoring the mental manifestations and abilities of a child after any violation. As a result, a certain balance is created in the child’s psyche and behavior, which meets the norm adequate to his age and environmental requirements. This is possible only when the child is restored as a subject of activity (play, learning) and communication in the conditions of training and education. In this regard, rehabilitation is often called re-education.
Social and pedagogical rehabilitation in educational institutions consists of overcoming school and family repression against children and adolescents; overcoming obstruction towards them from peers; correction of their communication and behavior; resolving conflict situations.
The technology of psychological support is a set of interrelated and interdependent measures, represented by different technologies, which are carried out by all subjects of the holistic pedagogical process in order to ensure optimal socio-psychological conditions for maintaining mental health and the full development of the child’s personality.
The considered technologies are based on an appropriate combination of certain methods. Whenever a psychologist is faced with the need to provide instrumental support for professional activity programs, he has to analyze the fund of known methods and select the most adequate ones.
The organization of the educational process in kindergarten in modern innovative conditions is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, psychological, moral and social health of children. The Federal State Educational Standard defines a new approach to preschool education, where one of the main requirements is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren.
This situation requires teachers to search for new forms, means and methods of organizing the cognitive activity of preschool children, implement personality-oriented approaches to teaching, and use modern educational technologies in order to provide the child with the necessary timely individualized psychological and pedagogical assistance.
The transformation in preschool education to the new system did not bypass our preschool institution. The new concept of our kindergarten is a set of measures to update it as a result of the development of innovative processes; takes the position of personality-oriented relationships, where the main social value is the child, who is a full participant in the pedagogical process.
IN preschool institution a set of measures has been developed aimed at creating a developing subject-spatial environment, timely provision of age-appropriate favorable conditions for each child for development, successful learning and the formation of a full-fledged personality. The Federal State Educational Standard outlines the content of psychological and pedagogical work on children’s mastery of educational areas. The teachers and specialists of our DS solve these problems in an integrated manner, ensuring the diversified development of students.
As part of the support of psychological services in our kindergarten, interaction is carried out with all subjects of the educational process: with children, their parents and teachers. Psychological and pedagogical support in kindergarten is built by us as a system of professional activities aimed at creating socio-psychological conditions for the successful development, training, education and socialization of children at every age stage, and is provided as a comprehensive technology using modern methods of psychoprophylaxis and correctional and developmental work with preschoolers.
One of the most important tasks of support is to provide assistance to all subjects of educational activities in overcoming the child’s difficulties in mastering knowledge and emotional difficulties through the implementation of psychoprophylactic and pedagogical programs. The interaction of a teacher-psychologist with children is carried out in the course of direct educational activities according to the author’s psychoprophylactic programs: “Good rays” (social and communicative development), “Along fairy tale paths - to success” ( emotional development preschoolers), “We boldly walk along the ladder of knowledge” (prevention of school maladjustment, cognitive development). The form of meetings, both in subgroups and individually.
The psychological and methodological service, together with teachers, develops common goals and objectives, develops planning for educational activities, creates working programm DS, an analysis of conditions is carried out, an analysis of problem situations, the dynamics of development of pupils in the educational process (in groups).
At the present stage, the state places high demands on the quality of educational activities and assumes the following criteria of competence: implementation of a holistic pedagogical process; creation of a development environment; ensuring the protection of children's life and health. Therefore, the teaching staff constantly improves their qualifications by taking courses and mastering the necessary arsenal of educational technologies that allow them to stimulate the cognitive activity of children. Teachers are ready to respond flexibly to emerging changes in the content of education, creatively adapt it taking into account the emerging and constantly changing cognitive interests and inclinations of students.
Usage modern technologies a teacher-psychologist provides greater opportunities for creating favorable conditions for the support and development of children, to ensure the development of the personality qualities of a preschooler and the achievement of a sufficient educational level in kindergarten as a whole. Providing psychological assistance, various technologies are integrated into the educational space of the kindergarten: health-preserving, personality-oriented, communication, gaming, fairy tale therapy, TRIZ, technologies for project activities and portfolios (both for students and teachers), information and communication technologies and others.
In the professional activities of a teacher-psychologist, a whole range of technologies is used in integration.
Interactive forms of training are used by an educational psychologist to interact with subjects of the educational process - parents and teachers. Forms of holding: teacher councils, training seminars, round table meetings, business and role-playing games, discussions, Open Days, trainings, thematic meetings, master classes, projects, information stands, questions and answers on the website for parents. Information that is timely and relevant, provided in a clear and accessible form, contributes to both the professional growth of educators and the improvement of parental competence.
The teaching staff is provided with psychological and methodological support and assistance in building the educational trajectory of a preschooler, in creating an individual route for the child, taking into account the dynamics of the child’s development, his achievements, capabilities, interests and needs. We rely on the educational achievements that the child has and make up the baggage of his personality. These achievements, in turn, serve as an assessment of the quality of educational activities carried out in kindergarten and an assessment of the effectiveness of pedagogical influences.
Humanization of education, taking into account the individual developmental characteristics of each child stimulate us to search for new ways in educational activities, to use modern technologies and methods that meet the new demands of society and the state.
Currently, in the educational process, ideas are put forward for the development and self-development of the individual, the disclosure of the child’s creative potential, his activity and independence. Usage personality-oriented technology in our kindergarten, it is implemented as a functioning educational system of providing comfortable, safe conditions based on respect for the child’s personality, taking into account the characteristics of his development, where each child is an active participant in the educational process with his own individual pace of activity and ability to assimilate material, with his own interests and inclinations.
When organizing educational activities with younger preschoolers, teachers and psychologists use game methods of interaction with children, gaming methods technologies through a toy. Children are offered play situations, for example, “A toy (doll, bunny) is coming to visit”; “Toy to meet the guys” (plays and studies with the guys); “It’s the bear’s birthday”; “Travel with a Toy”, “Whose Toy”, “Holiday for Toys” - contribute to the development of emotions and the development of communication skills.
During the adaptation period, it is especially important to organize interaction between children in the group. We use such emotional games, as in: “We circled and became friends” (for interaction); “Flag”, “Under the umbrella” (for association); “We greet our noses and cheeks” (development of trusting relationships); “Gifts, “The Connecting Thread” (for unification); “Hop-hop, guess whose voice”, “The Scarlet Flower” (development of attention to a peer); “Snail” - relieving emotional stress; “We kneaded the dough, we sculpted the pie” (development of trusting relationships), where the child is the “future pie.” Round dance games for unification are held: “I walk around the house”, “In an even circle”, “Carousels”, “Bear cubs”; exercises for the development of emotions: “Secrets”; “Golden Drops”, “Magic Balls”, etc.
Widely used in work with older preschoolers information and communication technologies with multimedia support. ICT allows children to more effectively develop their intellectual and creative abilities, acquire new knowledge, and master new games. Teaching a child to work with information and teach him to learn is an important task at the present stage of work in accordance with the Federal State Educational Standard. It is revealed that the use of new unusual methods of explanation and reinforcement in a playful way increases the motivation of learning, develops voluntary attention, thinking, imagination and memory, creative thinking, which leads, in general, to increasing the readiness of children for school.
Information computer technologies provide a person-centered approach to children: for children with increased abilities after using computer technology thinking abilities are stimulated; in children with developmental problems, opportunities are equalized; in preschoolers with behavioral problems (for example, hyperactivity), volition and volitional regulation develop.
Application interactive technologies promotes active interaction between an “adult and a child”, a joint search for a solution to a problem occurs through the creation and resolution of educational situations, through a variety of creative activities. It was found that the use of this technology, enriched with computer tools, contributes to the development of independence and initiative in children; increasing self-esteem, self-confidence; reducing tension between students in the group.
To create favorable conditions for children’s self-expression, development of a positive self-image, facilitation of the communication process, and the ability to act in concert, we use in our work behavioral therapy(in the form of training), where children learn new forms and positive ways of behavior. Through solving problem situations, we introduce children to different emotional states, develop the ability to find ways to regulate their states and constructive ways to resolve conflict situations. As a result of the work carried out, conflicts in the group occurred less frequently, children became friendlier, more attentive to their peers, and their level of responsibility and organization increased.
In order to expand children's communication experience, we practice socio-game approaches in our work. Children are offered, for example, such exercises as “Getting rid of anger”, “The Leaning Tower”, “Falling Leaves”, “Paper Fireworks”; exercises to develop self-control, for example, “Stop, tap”, “Turtle races”, “Secret word”, “Forbidden movement”.
By nature, a preschool child is curious; he is characterized by activities aimed at understanding the world around him. In order to develop thinking abilities (analysis, synthesis, comparison, generalization, etc.), we use in GCD Tresearch technologies, which gives the child the opportunity to find answers to questions that interest him, allows him to feel like a researcher.
An experiment, initially a mental one, allows the child to create a model of a natural scientific phenomenon and generalize the knowledge gained. Children are offered, for example, modeling tasks: “Change the picture (a tree without leaves) so that it is summer (autumn); or: “Pick a vase for each bouquet” (shape-size). Creative developmental situations are discussed: “What will happen if you find yourself...” and topics: “Desert Island”, “ Magic garden", "Tree of Wishes" (conclusion: not all desires can lead to good); “Top of the Mountain”, “Island of Luck” - options for responding to an unusual situation are discussed.
The value of a real experiment, in contrast to a mental one, lies in the fact that aspects of an object or phenomenon of reality hidden from direct observation are clearly revealed. For example, children were asked to create a new product - a “non-existent animal” (put it together from parts); create a fairy tale (“Salad from fairy tales” or a multifunctional building. Game-based practical tasks were also used to determine “Sinking - not sinking”, “Soft - hard” (wet-dry; pours - pours), “What - to whom, pick up”, “ What attracts a magnet”, “Find a pair” (profession - object; object - size; hero - mood; hero - space).
The technology of research activities is also specially organized activities in the form of various trips: to a fairyland, along a map, along the “river of time,” etc.
According to our observations, the use of research technology can significantly increase children’s interest in educational activities and the effectiveness of perception of the given program content; promotes the development of creative, cognitive abilities and intellectual activity in preschoolers.
Play is the main activity of a preschool child. Use gaming technologies - role-playing and other types of games – ensures the organization of cognitive activity of preschool children, develops emotions; serves to correct behavior, remove destructive elements in behavior, etc. Role-playing game, As a rule, it includes a provoking situation to develop control skills. Thanks to the game, negative tendencies in personal development are prevented: managing emotions, expanding the range of behavioral reactions of the child, developing the experience of empathy and sympathy. Children are offered problematic or conflict situations for role-playing (or conversation): “What to do if...” in situations such as: “Fight”, “Birthday”, “Walk”, “Lost...”, “Meeting with a friend” ", "Girlfriend's Illness", "Blue Leaves".
Game technologies are closely intertwined with technologies such as collaborative learning and creative play. For example, “The Tale of the Prankish Dwarf,” who disturbed the children, rearranged and hid toys (author). It’s not just a game that unfolds here, but a whole plot: children completing game tasks, searching for a mischievous person, solving the problem of “what to do,” “how to make friends with a gnome.”
Basic principles of game training: recognition of the child’s individuality, value, and uniqueness; respectful and friendly attitude towards children; emotional support; positive emotional assessment of the child’s achievements; compliance with the principles of free participation; mutual respect; awareness; reflection (feedback from children).
The importance of play in working with children preschool age no doubt. Children with rich gaming experience are more prepared for creative activities, they are socially active, more tolerant, they have better developed interaction skills, and they act more flexible than their peers with a lack of gaming practice.
TRIZ technologies. The main goal of this technology is to teach a child to think outside the box and find their own solutions. TRIZ technology is used in our preschool institution for children's development creative imagination, creative thinking, analytical and synthetic abilities, activation of cognitive activity, development of convergent and divergent thinking. Children are offered a system of tasks according to the psychologist’s author’s program “We boldly walk along the ladder of knowledge”). TRIZ for preschoolers is a system of collective games, exercises for solving creative and inventive problems, promotes the development of the qualities of a creative personality, helps overcome shyness, isolation, and develops the child’s independence and activity.
We actively use the TRIZ technique to search for new ideas and develop creativity. Practice has shown that with the help of traditional forms of work it is impossible to fully reveal the creative potential of a child. One of the directions: “Inventing new fairy tales” (continuation of the plot). For example, “There were colored balls of wool in my grandmother’s wicker basket. One day…" - continue.“Turn the story into a fairy tale”, “The Mystery of the Double” (identifying the “good-bad” contradictions), “How to save Kolobok from the fox (resolving contradictions), “The Adventures of a Flying Apple” (focal object method), “Golden Fish”, “Kolobok” in a new way" (changing the plot of the fairy tale). This involves play and speech activities, as well as productive activities: drawing, modeling fairy-tale characters and attributes based on a fairy tale.
It remains essential for us that children learn a moral and practical “lesson” from the fairy tale: “you cannot leave home alone”; “don’t open the door to a stranger”; “don’t laugh at a friend if he doesn’t know how to do something”; “It’s better to make peace than to be angry”; “time for business, time for fun”; “learn to play together”; “playing together is more fun”, etc.
In our institution, specialists and teachers are introducing into the system of educational activities techniquesproblem-based learning. A conversation is held with the children to discuss problem situations, during which the children put forward options for solving the problem.
A problematic situation to take into account the motives of the characters in solving a moral dilemma (according to J. Piaget), which allows children to be taught the ability to reason, draw their own conclusions, and transfer the acquired experience to real life: “The boy Sasha wanted to help his mother wash the cups and accidentally broke five cups…. And the boy Misha, when no one was at home, climbed onto the shelf for jam, touched and dropped one cup, and broke it. Which child is more to blame?
A problematic situation regarding the norm of fair distribution: “Imagine that you and your friend (girlfriend) wanted to play and asked the teacher for new toys. She brought three toys, gave them to you and said: “Play.” Question: “What will you do? Why?"
Problem situation for studying the emotional attitude to moral standards: Vanya broke the car that was given to him for his birthday. He was very upset. Think about how to help Vanya. Think of cases in which you need to use words of encouragement.
A problematic situation for the formation of moral ideas using the example of analyzing situations and the actions of the characters: “Lay out pictures that depict good, good deeds on the one hand and bad and evil ones on the other” (method “story pictures by R. R. Kalinina”).
A situation with a hidden problem for resolving controversial issues, introducing children to constructive ways to resolve children's conflicts: “Two boys were making a boat, and when it was ready, they didn’t share it, they began to pull - each one towards himself - and broke the boat.”
Children really like to be participants in theatrical productions, so we often lose different situations, we are writing a “sequel”. There were performances based on moral plays by S.Ya. Jacobson: “A Pebble in a Shoe”, “Alien Cube”, “Ruined Fortress”, etc., including as a puppet theater. As a result of the work, there was a decrease in conflicts in the group, the children became more friendly towards each other.
Technology of creative tasks. Tasks of a creative nature were offered, for example, “Come up with a fairy tale on behalf of a sparrow on a branch,” “A fairy tale on behalf of a boy who went out for a walk and suddenly it started snowing (raining)…” “Come up with a continuation of the story,” for example, “One day the guys went for a walk into the yard and took the kitten with them. Suddenly a dog jumped out...” - What to do?
Practical: “Build a house for a bunny and a house for a fox” (game material according to Voskobovich); “Arrange the plot pictures so that you get a story, come up with a continuation: “Once upon a time...”; “Choose a face-emotion for each situation” (according to the author’s program “On fairy-tale paths to success”).
An important place in the use of technologies for preserving and stimulating health in our kindergarten is given to methods art therapy and fairy tale therapy.
Art therapy methods used with preschoolers with various behavioral and emotional disorders.
The main goals of art therapy are self-expression, self-knowledge, expansion of personal experience, harmonization of personality. Art therapy helps develop a child’s creative and imaginative thinking, speech, fine motor skills, helps relieve emotional stress, and work through troubling situations. The child creates on paper a world that belongs only to him.
In the process of creative activity, musical accompaniment is used. Children are offered practical themes of “immersion” in the colors, sounds, smells and images of nature, a journey into a fairy tale: “Let’s listen to the sounds outside the window”; “Let’s imagine that the room becomes orange, filled with orange air bubbles...”, “Imagine a beautiful garden where each of the children is a wonderful flower (option: animal). Exercises: “Let’s laugh at our fears” (“Surprise the mouse”) - working with fears, “Tender palms” - children draw simple figures on each other’s backs; “Magic patterns” - they draw patterns on glass, determine what images they resemble; "My mood"; “Magic Island”, “Gift to a Friend” - create islands of kindness.
One of the interesting syntheses of fairy tale therapy and art therapy is fairy tale sand therapy. In the psychologist's playroom there is a light table for sand painting. When meeting, children are offered sample topics: “Visiting the Sand Fairy”, “Magic Hands”, “Mysterious Objects”, “Unusual Traces”. Children create flower meadows and patterns, forests and mountains, and fairy-tale characters with their fingers, a brush, or using stencils on a light table.
Methods of correction and psychoprophylaxis using modern technologies are varied, but, in our opinion, the most active effect is the method fairytale therapy. Correcting the mental and personal development of a preschooler using fairy tale therapeutic techniques solves a number of problems: creating a positive emotional mood, forming value orientations; development of social interaction skills.
Through the perception of the fairy-tale world, the necessary conditions are created for the development of the emotional sphere of a preschooler: the development of empathy, trusting relationships between children. The fairytale therapy method helps enrich the child’s inner world, develop his creative abilities, and contributes to the expansion and development of interaction skills with peers and adults, and with the outside world.
Fairy tale therapy- “This is environmental therapy, a special fairy-tale setting.” (Zinkevich-Evstigneeva T.D.). A child of preschool age is distinguished by high emotionality and faith in miracles. A fairy tale for a child has a special attractive power. In the fairy tale “good conquers evil” - this moral message becomes the main means of this technology.
Fairytale therapy is the process of transferring fairy-tale symbols and meanings into reality, forming a connection between fairy-tale events and behavior in real life. In a fairy tale we find a resource that will then help the child and harmonize his emotional sphere. The fairytale therapy method helps expand the behavioral repertoire, develop the skill of establishing friendly relationships with peers, and correct the behavior of a preschooler.
A child, being in a fairy tale, interacts with different fairy-tale characters, is looking for ways to solve the problem facing him. In fairy tales there are positive heroes, kind and generous, and there are also negative, evil and cunning ones. A fairy tale defines a model of behavior, encourages us to find ways out of a problematic situation, and encourages us to empathize with the characters. As a result, the child develops his own emotional experience and develops new ideas about people and the world around him, about good and evil. Thanks to fairy tales, a kind of “bank” of life situations is formed in the child’s mind.
Thus, we unobtrusively form a preschooler’s rejection of negative qualities in himself and develop positive moral qualities, the desire for “the right actions”, and for positive interpersonal relationships.
Considerable experience in working with preschoolers has led to the conclusion that fairy tales have enormous psychotherapeutic potential and influence both the emotional and cognitive spheres of children. Work based on psychotherapeutic fairy tales by O. Khukhlaeva: “An Incident in the Forest” - increases the child’s self-confidence and his desire for independent action; “The Tale of Vitya the Hedgehog” - prevents difficulties in communicating with peers; The fairy tale “About the Beaver, the Fox and the Wolf” (how the beaver saved the fox) - promotes the development of empathy and friendliness; The fairy tale “About the Children Who Saved Dad” develops in children the desire to show care, promotes the formation of adequate self-esteem, and increases self-confidence: “I can do it.”
A system of game and fairytale tasks allows you to teach children how to resolve contradictions. Problems are set, for example, “How to help Zoika-Oika do everything herself,” “Should we share and help” (based on the fairy tale “The First Berries” by O. Prokofieva); “How to help a fox become kinder and more attentive” (based on the Russian folk tale “Zayushkina’s Hut”); “How not to offend friends and not be left alone” (based on the fairy tale “The Ship” by V. Suteev).
In the process of discussing the content of a fairy tale, children's attention is drawn to the fact that fairy tales always contain a lot of information for us. important information, and, using the example of the heroes, the fairy tale wants to teach us something important, and we must guess what exactly. In conclusion, together with the children, a general conclusion is made, which leads them to an awareness of the events happening to them: in what life situations children can use this or that fairy tale lesson.
Thus, expanding the possibilities of using modern educational technologies in the work of a teacher-psychologist makes it possible to make the educational process developmental and attractive for the child; leads to an increase in the effectiveness of correctional and developmental psychological and pedagogical influences, helps to activate the personal potential of a preschooler, stimulates cognitive activity, ensuring his diversified development, and, in general, influences the improvement and effectiveness of the quality of education in kindergarten.
The practical application of modern technologies is impossible without the creativity of both an adult and a child, and this means expanding the horizons of the surrounding world for a preschooler, joyfully living with him in the present, comprehending what he has experienced, modeling the future.
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1 Innovative technologies in the work of a teacher-psychologist at a preschool educational institution Prepared by: Teacher-psychologist MADOU 22 “Topolek” Berdsk Savchenko Olga Evgenievna
3 equipment purchased: 2 light sandboxes Large set of toys for the sandbox Kinetic sand Moon sand Colored kinetic mass for modeling Fairytale therapy and art therapy manuals of the “Clever” series “100 colors” “Communication lessons” Puppet theaters
4 Art therapy has advantages that make it competitive: 1. the art therapeutic environment is psychologically safe, non-judgmental, free; 2. the product of human creativity is a form of objectification of the human condition, which allows one to give a retrospective assessment and trace the dynamics; 3. art therapy creates opportunities for awareness of one’s own value and the value of others, the possibility of including a person in group activities, the discovery of collective experience, awareness of how one’s own personality influences others; 4. art therapy is a means of non-verbal communication.
5 Drawing technique - “Sand-art” (peskography) sand art or sand painting on a light table to introduce the non-traditional direction of fine art, sand painting, in the educational process with preschoolers; to carry out communicative interaction between children in creative and exploratory activities; create a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations; show the features of the sand painting technique.
6 “Sand-art” Sand art is an application made of sand Sandbox Drawing with sand on light tables
7 Features of working with sand on light tables: It is simple and accessible. Sand painting is a beauty. Plastic. Reducing stress.
8 Psychological problems for which it is useful to use sand drawing in combination with other methods. Children's behavior problems. Emotional problems. Family problems. Communication problems.
9 The “Sand-art” (peskography) drawing technique provides an opportunity for the development of Individuality Increasing self-esteem Development of fine motor skills and increased tactile sensitivity; development of imagination, creative thinking, spatial thinking; development of speech and preparation of the hand for writing; correction of attention and behavior disorders; correction of emotional and neurotic disorders; development of mental processes in children and adults; soft smooth recovery after injuries in children and adults (stroke, concussion of the brain, correction of post-hypoxic disorders and MMD); development of two hemispheres of the GM, harmonious development of personality; stress relief and harmonization of internal state; deeper understanding and acceptance of oneself
10 Light Sandbox Modes
11 "Kinetic sand" is an innovative art therapeutic technique. Kinetic sand consists of 98% ordinary quartz sand and 2% silicone polymer, which is used in Food Industry as an additive (E 900). The product has the color of natural sand and contains the same fraction within each batch supplied.
13 Parent clubs on the topic “Education through fairy tales”
14 Kinetic Colored Modeling Compound Bubber Bucket This is a mixture of microscopic ceramic spheres and a modeling binder from Waba Fun. Set for creativity - modeling material + accessories. Development of fine motor skills, development of personal qualities (teaches attentiveness and accuracy, promotes the development of children's imagination)
15 “100 colors” set, a method for developing a child’s creative potential and intelligence, opens the child’s door to the magical world of colors: heavenly, honey, cyclamen, Beaujolais, tea rose.. Bright colored cards develop vision, and their diversity develops artistic taste. The visual aid “Set of demonstration tables “Color and Shape” is intended for the development of preschoolers in preschool educational institutions. Areas of application: cognitive development, aesthetic education. Great foundation game for school preparation
16 Character Education System with a Fairy Tale is a comprehensive solution for the harmonious formation of the character of a child from 2 years old. The system is based on the method of personalized fairy tales (one of the methods of fairy tale therapy), developed by Shalva Aleksandrovich Amonashvili, an outstanding Russian teacher, academician of the Russian Academy of Sciences.
17 Fairy tale therapy
18 Puppet therapy is the effective use of doll therapy methods and techniques in working with fears in children. Puppet therapy combines well with other art therapeutic areas. For example with music therapy
19 Mandala, as an art therapeutic means of harmonizing the psycho-emotional state, the possibility of using mandalas: in order to correct the emotional state, normalize behavior in order to diagnose the current mood in order to study group relationships in order to diagnose and correct a specific problem
20 possibilities for using mandalas: For problems of self-esteem When feeling an internal imbalance Activation of resource states of the individual For fear of losing control over oneself For pessimism and depression For psychocorrection of accumulated irritation and aggression Psychocorrection of emotional hypersensitivity or, on the contrary, alexithymia (difficulty in responding to feelings, emotions). When feeling a dead end in life Psychocorrection of fears and anxieties Overcoming a crisis in development (age-related, personal) Accompanying adaptation Family situations Psychosomatic problems Group cohesion based on spiritual closeness, collective creativity Increasing concentration and internal balance (for example, in hyperactive children) Correction of fine motor and nervous disorders stress Cultivating patience and accuracy Forming self-confidence based on calmness and stimulation of creative potential
21 Stone therapy Indications for the use of games with stones: difficulties in communication skills and empathy in children and adolescents; psychocorrection and psychoprophylaxis of conflict, isolation, anxiety; neurotic and emotional disorders; crisis conditions; development of your own self-image; optimization mental development in childhood. Forms of work with children and adolescents: For children of preschool and primary school age. as stimulus material for the child's free associations
22 Phototherapy The purpose of phototherapy and photography is to expand a person’s self-knowledge, promote individual development, and help navigate life. The objectives of phototherapy in preschool educational institutions are to study past experiences, stabilize the emotional state, and correct child-parent relationships. universal in application: it can be used as a separate method (working only with photographs), or can be combined with other psychotherapeutic areas (fairytale therapy, isotherapy, family psychotherapy and etc.). Phototherapy methods are suitable for individual and group classes majority age groups
23 Animal-assisted therapy as a psychological correction program for children experiencing difficulties in adaptation and communication includes a method of providing psychological assistance through interaction with animals and their symbols; - reveals additional possibilities in children’s behavior and personality; - enriches the socially adapted behavioral repertoire through observations; - teaches and trains such mechanisms that allow animals to adapt to living conditions as much as possible and to be in harmonious interaction with others.
24 ART THERAPY METHODS IN WORKING WITH TEACHERS
25 ART THERAPY METHODS IN WORKING WITH TEACHERS
26 In the process of organizing art therapy and fairy tale therapy, the following functions are realized: 1) empathic acceptance; 2) creating a psychological atmosphere of personal safety; 3) emotional support; 4) setting a creative task and ensuring its acceptance; 5) reflection and verbalization of feelings and experiences actualized in the process of drawing
27 Psychological board games “Rhythm and Challenge” is a collective game that requires increased activity and dynamic flow. That is why it promotes the development and establishment of communication skills, non-verbal communication and is ideal for adaptation activities, primary training (for example, dating training) and classes with mixed groups. Also, the game can serve as a successful accompaniment for family groups, children's trainings, school leisure events, competitions, game rooms, and clubs. It is not recommended to use the game with children who have increased anxiety, touchiness and inability to lose, as well as increased aggressiveness, excitability and general emotional instability.
28 Affirmations Positive statements or affirmations (from the Latin affirmatio “confirmation”) are persuasive statements containing a verbal formula, with repeated many times cementing in a person’s subconscious an attitude towards positive changes in his life. This is positive auto-training aimed at making you feel healthy, successful, free, etc. The concept of affirmation is used in self-improvement psychology and positive psychology. Scientific research in recent years has shown that word-induced impulses of the second signaling system come from the cerebral cortex to internal environment body and rebuild the vital functions of tissues internal organs. Listen carefully to your speech. What lines do you say most often, what do you call yourself, how do you speak about your life? If a person says “My life is a complete nightmare!”, “What a fool I am!”, “Everything I do is in vain!” this whole program is recorded in the subconscious and produces a complete set of losers. Our subconscious embodies what is said impartially and flawlessly. So isn't it better to put formulas of luck and success into it?
29 "Psychological postcards as a tool for counseling, training and self-knowledge." “The use of psychological postcards in the development of personal self-regulation of participants in the educational space
30 positive results Ensure the effectiveness of emotional response, gives it even in the case aggressive manifestations socially acceptable acceptable forms; this opens up the possibility of transforming negative emotions into positive ones. This transformation is carried out in cases where the product of emotional response (collage, drawing, etc.) leads to the following: causes catharsis due to the social expressiveness of the form; will facilitate the communication process for children who are withdrawn, shy or poorly peer-oriented; will have an impact on a person’s awareness of his feelings, experiences and emotional states, will significantly increase personal value, and may lead to self-sufficiency
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