The purpose of the study was to study the degree emotional stress students in the first and second years of study at the university, development preventive measures for self-regulation of mental states of students. The actualization of the issue is associated with high academic loads, deterioration in the mental and somatic health of students. Psycho-emotional stress was assessed using the express method of V.A. Leshchuk, E.V. Mostkova. Research has shown that 2/3 of students have high and medium levels of emotional stress. This gave rise to the development and holding of a workshop-seminar “Psychoprophylaxis of emotional stress” with the joint activities of the teacher and students of the scientific circle “ Current issues healthy lifestyle." The seminar addresses the following questions: what is psycho-emotional stress, its symptoms, questionnaire students, recommendations are given to prevent the occurrence of negative conditions and students to overcome them independently.
psycho-emotional stress
university students
psychoprophylaxis
self-regulation
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3. Leonova A. B., Kuznetsova A. S. Psychoprophylaxis of stress. – M.: Science. – 2000. – 123 p.
4. Leshchuk V.A., Mostkova E.V. Nine steps to health. – M., 1997.
5. Opletin A.A. Normalization of mental states of students during physical education classes // Theory and practice physical culture. - 2016. - No. 9. -– P. 31-32.
6. Physiological mechanisms educational activities of students: training manual for the postgraduate system vocational education. - M: Publishing House “Russian Doctor”, 2007.
7. Shchepin O.P., Tishuk E.A. Medical and demographic problems in the Russian Federation // Bulletin of the Russian Academy of Medical Sciences. - 2005. - No. 9. - P. 3-6.
One of the ways to solve the important social task is the study of mental states that arise in students in the process of educational activities.
Numerous studies have established that any strong irritants (stressors) cause psychophysiological stress in the body.
The educational activity of students is associated with emotional stress, and this is a normal adaptive reaction of individuals, allowing them to mobilize physiological functions to achieve results, overcome difficult situations, creative and research activities.
High loads, due to the specifics of students’ educational and everyday activities, cause chronic overexertion mental sphere, which manifests itself in shifts hormonal levels, reflex changes in breathing and the circulatory system, imbalance of cellular and humoral immunity factors.
As a result, a state of emotional stress affects not only a person’s mental health, it can cause a number of somatic diseases and aggravate existing chronic ones.
An important prerequisite for maintaining and promoting health is an understanding of the processes everyday life and conscious management of them. This actualizes the problem of developing a program designed to solve problems mental health students, namely: overcoming psychological and psychogenic states of anxiety, which builds individual confidence in their strengths and capabilities.
Thanks to the knowledge, abilities, skills and practical experience of students in the field of self-knowledge, self-regulation of mental states, their self-design and self-realization in educational, creative, scientific and other types of activities is possible.
In this regard, conducting workshops on psychoprophylaxis of emotional stress acquires special significance and can be aimed at a psychologically justified solution to the problems of socio-psychological adaptation of students to the conditions of higher education.
Purpose of the study: to study the degree psycho-emotional stress students on their self-esteem and develop recommendations for psychoprophylaxis.
Materials and research methods
The study involved 110 1st-2nd year students studying at full-time department TI (f) NEFU. To identify the degree of emotional stress of students, the express method of V.A. Leshchuk and E.V. Mostkova was used, including the selection of presented statements. The study was conducted in 2013-2015.
Research results and discussion
Having studied the degree of psycho-emotional stress among students, we found that 32.7% of students have a low degree of emotional stress, i.e. a third of students know how to relieve tension. 54% of students can be classified as having an average level of emotional stress. This part of students needs the ability to relieve excess tension. 14% of students fell into the group with high emotional stress, in which one can state the presence of “hurry disease.” This part of the students is at risk, and they need urgent measures to get rid of negative emotions.
The results obtained provided the basis for the development of a workshop-seminar “Psychoprophylaxis of emotional stress” for 1-2 year students of TI (f) NEFU, which is conducted by the teacher together with students of the scientific circle “Topical Issues of a Healthy Lifestyle”. The content of the seminar includes:
1. Consideration of the questions: what constitutes emotional stress, its symptoms.
2. Express survey of the degree of psycho-emotional stress among students.
4. Drawing up individual programs for the prevention of psycho-emotional stress by students.
Emotional stress (from Latin emoveo - shocking, exciting) is a mental state characterized as an increase in the intensity of emotions and experiences, a reaction to an internal or external problem. Emotional stress, as a rule, has a predominant subjective connotation and is not always caused by objective circumstances.
Symptoms of emotional stress. In a state of emotional stress, a person feels helpless and useless, loses interest in work, performing it formally. Many people complain about increased anxiety and anxiety. Also, with emotional stress, apathy and boredom often occur, as well as feelings of uncertainty, suspicion and excessive irritability. The person feels disappointed and lonely. With such a disorder, many people refuse any physical activity, they lose their appetite, and they may abuse alcohol or drugs.
A rapid survey of the degree of psycho-emotional stress of students includes the following optional statements:
1. You feel anxious and guilty when you do nothing.
2. You have a lot of unfulfilled tasks and responsibilities.
3. You eat in a hurry, on the go.
4. You have a busy business life and you come home very tired.
5. You have difficulty falling asleep.
6. You have morning “insomnia”.
7. You rarely rest.
8. You often wake up at night.
9. You rarely take time to provide emotional support to your family and friends.
10. You drive fast, run yellow lights, and are not patient with other drivers.
Recommendations for students. You can't restrain your emotions, but you have to - and that's the problem. Sometimes you need to defuse emotions. A palliative solution may be very strong muscle activity, which reduces energy. You can, as the Japanese do, discharge yourself on a “stuffed master”, etc. This does not eliminate the causes of emotional stress, but it relieves the vegetative storm. Asthenic negative emotions must be avoided in every possible way, and if they appear, freezing must be eliminated at this stage. We definitely need to get out of this situation.
Emotional stress consists of many factors. Some factors of nervous tension are amenable to conscious control and management. You can regulate emotional stress by understanding the conditions under which they arise. To do this, you either need to not set big goals, or build up your own resources - be able to adequately distribute time, build up energy and information, i.e. life experience and skills.
To reduce emotional stress, it is useful to use the following strategies and methods:
1. Breakdown and reduction strategy. Concentrate your attention on the small details of any matter or situation that is important to you, and distance yourself from the significance of the result.
“It is impossible to eat the whole elephant at once, but it is possible in parts and gradually.” Concentrating on particulars and small details makes the whole situation not so significant as to be very emotional. At the same time, of course, it is useful to remember the main and common goal so as not to get confused in the details. The strategy of breaking down and reducing allows you to shift your attention, which helps reduce the level of emotional stress.
2. Comparing the situation with something larger. Decrease in importance. “It’s all nonsense compared to the world revolution.” This is what the revolutionaries said and steadfastly endured hardships revolutionary struggle. In educational activities, you can reason like this: “The project that you are worried about is much smaller compared to the projects of the whole educational process. Others have already done this, it worked for them, so it will work for you too.”
3. Simulation of a set of acceptable results. Calculate everything possible results activity or resolution of a situation. Find the positive aspects in them. Some options will suit you more, some less, but in any case, it’s better to be prepared for different options, while knowing how to make the most of each result obtained.
4. Physical activity. People are designed in such a way that it is difficult to worry when you need to work intensively physically. Emotional stress subsides with intense swimming, visiting a bathhouse, or running. Any motor activity balances emotions, makes them more stable. For example, in a village where hard physical work begins at 4 a.m. and ends at sunset, people are more emotionally stable than city dwellers. There is no time to worry - we need to work.
5. Humor and working with negative emotions. Particularly worth noting is humor as a means of working with negative emotions. Anything that becomes funny ceases to be dangerous. Jealousy, betrayal, love, business - how many tragedies have been written about this. And just as many comedies reconcile people with reality, when we laugh at jealousy, betrayal, love, business, and more often, other people. Humor is contagious, and cheerful communication brings you closer together and helps you move through life easily, laughing, celebrating every day, creating for yourself positive emotions.
6. Breathing and muscle tone. By changing the rhythm and depth of breathing, relaxing voluntary individual muscles, we can relieve a significant part of the nervous tension. Jacobson found that deep muscle relaxation is an effective way to restore physical strength and mental health.
When assessing the degree of emotional stress among students of TI (f) NEFU, it was revealed that 1/3 of the students have a low degree, 14% of students are at risk, having a high degree of tension, a little more than half of the students belong to the group with a medium degree of tension. Psychoprophylaxis of emotional stress of students must be carried out in universities, equipping students with the knowledge and skills of regularly implementing various methods and strategies, which in turn will contribute to healthy state body. In our opinion, holding events and training university students in psychoprophylaxis of emotional stress is an important condition for independently confronting the signs of their occurrence and helps, in the event of the appearance of negative conditions, to demonstrate the ability to independently correct them.
Bibliographic link
Prokopenko L.A., Chertsova A.I. PSYCHOPREVENTION OF EMOTIONAL TENSION IN UNIVERSITY STUDENTS // International Journal of Experimental Education. – 2016. – No. 12-2. – pp. 225-227;URL: http://expeducation.ru/ru/article/view?id=10936 (date of access: 07.19.2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Various psychotherapeutic techniques can be used within all types of psychoprophylaxis. Thus, as part of primary psychoprophylaxis, work with healthy people who find themselves in any traumatic situation can completely restore a person’s normal mental state.
The use of psychotherapy to prevent exacerbation of mental illness is secondary prevention - these methods are always used to treat patients with mental illness and are highly effective.
Finally, as part of the tertiary prevention of mental illness, psychotherapy is used as part of the complex treatment of exacerbations of mental illness, the adaptation of patients in society and the suppression of their aggressiveness.
Prevention of mental illness is one of the main tasks of a psychiatrist
Primary psychoprophylaxis is a set of measures aimed at preventing harmful effects on human psyche. At this level, the system of psychoprophylaxis consists of studying the mental endurance to the effects of harmful environmental agents and possible ways to increase this endurance, as well as the prevention of psychogenic diseases. Primary psychoprophylaxis is closely related to general prevention and involves comprehensive participation in it great circle specialists: sociologists, psychologists, physiologists, hygienists, doctors. In essence, this is a clinical examination of a healthy population with the implementation of a wide range of psychohygienic measures, since the emergence of neuropsychic disorders can be facilitated by unfavorable socio-psychological conditions of human existence (information overload, mental trauma and microsocial conflicts, not proper upbringing in childhood, etc.), and factors biological in nature(somatic diseases, brain injuries, intoxication, exposure to harmful substances during the period of intrauterine brain development, unfavorable heredity, etc.).
A special role in the implementation of primary psychoprevention is given to psychiatrists, psychotherapists and clinical (medical) psychologists, who are called upon to carry out not only the early detection of neuropsychiatric diseases, but also to ensure the development and implementation of special psychoprophylactic and psychotherapeutic measures in various fields human activity. The tasks here are also complex and varied. They are closely related to social psychology, since it is necessary to carefully study group, collective activity, joint behavior and communication, characteristics mental state individual in a group. Serious attention must be paid to the use of medical and psychological expertise various industries and technological processes, for example, the development of measures that prevent the unfavorable, neurotic effect of the monotony of conveyor production.
Secondary psychoprophylaxis- this is the earliest possible detection of the initial phases of neuropsychiatric diseases and their timely (early) active treatment. It consists of monitoring the severity of or preventing the negative consequences of an already onset mental illness or psychological crisis. According to the recommendations of the World Health Organization, secondary prevention means treatment. Poor quality, untimely treatment for neuropsychiatric diseases contributes to their protracted, chronic course. The successes of active treatment methods, especially the achievements of psychopharmacology, have had a noticeable impact on the outcomes of mental illnesses: the number of cases of practical recovery has increased, and the discharge of patients from psychiatric hospitals has increased. However, it should be remembered that secondary prevention is aimed not only at the biological basis of the disease, it requires the use of psychotherapy and sociotherapy in the broad sense of these concepts.
Tertiary psychoprophylaxis- this is the prevention of relapses of neuropsychiatric diseases and the restoration of the working capacity of a person who has suffered from the disease. Tertiary psychoprophylaxis is aimed at preventing disability if a person has a neuropsychiatric disease. In many cases, to prevent a relapse of mental illness, the patient requires the use of maintenance psychopharmacotherapy. For example, for various affective disorders such as manic-depressive psychosis, they are successfully used with for preventive purposes lithium salts. For neuroses, the main place in supportive therapy belongs to psychotherapy, etc.
In supportive therapy for mental illness, a large role is played by the use of labor in specially created conditions of therapeutic labor workshops, employment therapy (reading, participation in amateur activities) and other sociotherapeutic measures that are not aimed at the biological basis of the disease, but are addressed to the patient’s personality. In any case, when preventing loss of working capacity due to neuropsychiatric diseases or professional and personal crises, we usually talk about professional rehabilitation (search for new resources in professional activities, opportunities professional growth or in some cases - a possible change of profession); social adaptation (creating the most favorable conditions for a sick person when he returns to his usual environment) and searching for ways for self-actualization of the individual (the individual’s awareness of his own capabilities to replenish the resources of growth and development).
Rehabilitation (lat. rehabilitatio - restoration of rights) is a system of medical, psychological and social measures, preventing further development of the disease, loss of working capacity and aimed at the earliest and possible effective return sick and disabled people to socially useful work and active social life. Treatment of the disease can be carried out without special rehabilitation means, but rehabilitation also includes therapeutic means to achieve its goals. The most important tasks of rehabilitation are the restoration of the personal (in one’s own eyes) and social (in the eyes of others) status of the patient - family, work, social. MM. Kabanov (1978) identified the basic principles and stages of rehabilitation for neuropsychiatric disorders.
Basic principles of rehabilitation: 1) partnership - constant appeal to the patient’s personality, coordinated efforts of the doctor and the patient in setting tasks and choosing ways to solve them; 2) versatility of influences - indicates the need to use different measures of influence, from biological treatment to different types psychotherapy and sociotherapy, involving the patient’s family and immediate environment in the recovery of the patient; 3) unity of psychosocial and biological methods of influence - emphasizes the unity of treatment of the disease, impact on the body and personality of the patient; 4) gradation of impacts - includes a step-by-step transition from one rehabilitation measures to others (for example, on initial stages diseases, biological methods of treating the disease may prevail, and at the stages of recovery - psycho- and sociotherapeutic).
The main stages of rehabilitation: 1) rehabilitation therapy - treatment in a hospital, active biological therapy with the inclusion of psychotherapy and sociotherapy, a gradual transition from a gentle regime to an activating one; 2) readaptation - begins in a hospital and continues in out-of-hospital conditions, adaptation to the family, along with supportive therapy, labor treatment is used, and, if necessary, training in a new profession; 3) rehabilitation in proper meaning words - rational employment, normalization of living conditions, active social life.
The main groups of methods of mental hygiene and psychoprophylaxis are the following:
♦ Health education.
♦ Methods common to psychotherapy and psychocorrection.
♦ Methods of healing based on art and creativity.
♦ Mental exercises.
♦ Trance methods.
♦ Bibliotherapy.
♦ Keeping a diary.
♦ Biofeedback methods.
The listed methods are not universal. What is applicable to some objects of psychohygienic and psychoprophylactic care is not applicable to others. The choice of methods should be determined by the specifics of the tasks at hand, the dominant characteristics of a particular population group, and the characteristics of the individual’s condition, if we are talking about helping a specific person. Psychohygienic competence cannot be sufficient without a person’s own efforts, without self-education, without knowledge and skills to provide psychological self-help.
Health education (the term “sanitation” from the Latin sanitas - health) is a set of educational, educational, propaganda and propaganda activities aimed at preserving, strengthening and quickly restoring a person’s health and ability to work, and prolonging the active period of his life.
Health education (in English literature, health education) is closely related to disease prevention. It acts as a means of changing behavior that carries the risk of certain disease. At its core, it is an educational event that involves one form or another of communication, expanding knowledge and skills that ensure health, and the foundations of a conscious attitude towards health. Various forms of health education should be aimed not only at the individual, but also at groups, organizations and entire communities. This approach involves raising awareness of environmental, economic and social reasons health and illness.
In the recent past, health education has primarily focused on increasing knowledge about risk behavior. Currently, many experts assess this approach as unable, despite various improvements, to achieve the desired changes in lifestyle and behavior. Knowledge of social and economic factors, individual behavior and lifestyle is considered equally important. The emphasis should be on increasing knowledge about various measures to improve health and acquiring the skills to make informed lifestyle choices
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Psychoprophylaxis is a field of psychiatry, and in a broader context - a section general prevention. She develops and puts into practice measures to prevent mental illnesses and their chronicity, and also promotes the rehabilitation of mentally ill people. There is a close connection between the concepts of psychoprophylaxis and mental hygiene. Their distinction (especially primary psychoprophylaxis and mental hygiene) is quite arbitrary. The main difference is the different focus of these disciplines. Psychohygiene's main goal is to preserve, strengthen and improve mental health by organizing an appropriate natural and social environment, an appropriate regime and lifestyle, and psychoprophylaxis is aimed at preventing mental disorders. The difference between mental hygiene and psychoprophylaxis lies in the object of their study and practical application. Psychohygiene is aimed at maintaining mental health, and psychoprophylaxis deals with subclinical and clinical disorders.
According to installation World Organization healthcare distinguishes between primary, secondary and tertiary psychoprophylaxis.
Primary psychoprophylaxis . In primary psychoprophylaxis, we are talking about activities aimed at preventing mental illness in a mentally healthy population. The national task is to strengthen the health of the entire population, including measures to prevent the occurrence of neuropsychiatric disorders. Healthcare must perform not only the function of treatment, but also the function of protecting health. The task of psychologists is to form an idea of healthy way life, the value of health, the feeling of the need for health in all people. Primary psychoprophylaxis provides the most high quality activities and is carried out with the participation of not only medical workers, but also other specialists, government and public organizations.
Secondary psychoprophylaxis provides for the earliest possible detection of an already begun mental illness, its treatment in order to interrupt the pathological process at its initial stages, to prevent the development of acute forms of the disease, its severe manifestations, the transition of the course to chronic, and relapses of the disease. Combines activities aimed at preventing the unfavorable dynamics of already existing diseases, reducing pathological manifestations, alleviating the course of the disease and improving the outcome, as well as early diagnosis.
Tertiary psychoprophylaxis. Tertiary psychoprophylaxis means special work with the patient, preventing his disability in case of mental illness. Helps prevent adverse events social consequences diseases, relapses and defects that interfere with the patient’s work activity.
Secondary and tertiary psychoprophylaxis is carried out in the presence of damage already caused by the disease, so its final result is less complete than with the primary one. The content of psychoprophylaxis in such cases is diagnostic, therapeutic, advisory, pedagogical and other activities of narrow specialists psychiatrists, psychologists, defectologists, and sociologists. Efficiency depends on the nature of the disease, its manifestations, duration, severity, rate of development, depth of the remaining defect, compensatory capabilities of the body, features of patient management, its treatment and many conditions accompanying the disease and its therapy.
IN everyday practice It is difficult to distinguish between where we are talking about the treatment of a painful condition in the present, and where - about the prevention of its disabling consequences. The quality of treatment in the acute period usually determines the frequency and nature of future complications for the human body and its social adaptation.
Psychoprophylaxis is a system of measures, the purpose of which is to study the causes that contribute to the occurrence of mental illnesses and disorders, their timely detection and elimination.
In any field of medicine, be it surgery, therapy, infectious or other diseases, Russian healthcare pays great attention to issues of prevention.
When addressing issues of preventing various mental disorders and diseases, preventive measures should be promptly introduced into life and healthcare practice.
Methods of psychoprophylaxis include, in particular, the prevention of exacerbations of mental illness. Therefore, it may be necessary to study the dynamics of a person’s neuropsychic state during work, as well as in everyday conditions.
Using a range of psychological and physiological methods scientists are studying the influence of various occupational hazards in certain industries (intoxication factors, vibration, the significance of overexertion at work, the very nature of the production process, etc.).
Psychoprophylaxis is a section of general prevention, which includes activities aimed at preventing mental illness.
There is a close connection between the human psyche and his somatic state. The stability of the mental state can influence the somatic state. It is known that with a great emotional upsurge, somatic diseases rarely occur (an example is the war years).
The state of physical health can also affect the human psyche, lead to the occurrence of certain disorders or prevent them.
V.A. Gilyarovsky wrote that the role of nervous elation in overcoming difficulties for the body and, in particular, harmful effects for nervous system should be used in planning psychoprophylactic work.
The objectives of prevention are: 1) preventing
understanding the effect of a pathogenic cause on the body, 2) preventing the development of the disease through its early diagnosis and treatment, 3) preventive treatment and measures to prevent relapses of the disease and their transition to chronic forms.
In the prevention of mental illnesses, general health plays an important role. preventive measures, such as the elimination of infectious diseases, intoxications and other harmful effects of the external environment.
Mental prevention (primary) is usually understood as a system of measures aimed at studying the mental effects on a person, the properties of his psyche and the possibilities of preventing psychogenic and psychosomatic diseases.
All activities related to mental prevention are aimed at increasing mental endurance to harmful effects. These include: proper upbringing of a child, the fight against early infections and psychogenic influences that can cause mental retardation, asynchrony of development, mental infantilism, which make the human psyche unstable to external influences.
Primary prevention also includes several subsections: provisional prevention, its goal is to protect the health of future generations; genetic prevention - studying and predicting possible hereditary diseases, which is also aimed at improving the health of future generations; embryonic prevention, aimed at improving the health of women, hygiene of marriage and conception, protecting the mother from possible harmful effects on the fetus and organizing obstetric care; postnatal prevention, consisting of early detection of developmental defects in newborns, timely application of methods of therapeutic and pedagogical correction at all stages of development.
Secondary prevention. It is understood as a system of measures aimed at preventing a life-threatening or unfavorable course of an already onset mental or other disease. Secondary prevention includes early diagnosis, prognosis and prevention of life-threatening conditions for the patient, early initiation of treatment and the use of adequate correction methods to achieve the most complete remission, long-term maintenance therapy, eliminating the possibility of relapse of the disease.
Tertiary prevention is a system of measures aimed at preventing the occurrence of disability in chronic diseases. The correct use of medications and other drugs, the use of therapeutic and pedagogical correction methods play a big role in this.
All sections of psychoprophylaxis are especially closely related in cases of prevention of mental illnesses, in which we are talking about disorders such as reactive states, in the occurrence of which not only psychogenic factors play a role, but also somatic disorders.
As already mentioned, diseases caused by mental trauma are usually called psychogenics. The term “psychogenic diseases” belongs to Sommer and was initially used only for hysterical disorders.
V.A. Gilyarovsky used the term “borderline conditions” to designate these conditions, emphasizing that these disorders seem to occupy a borderline position between mental illness and mental health or somatic and mental illnesses.
According to many experts, it is necessary to wage the same intensive fight against neuropsychic disorders and diseases as against infections.
Methods of psychoprophylaxis and psychohygiene include psychocorrectional work within the framework of advisory centers, “helplines” and other organizations focused on psychological assistance healthy people. Psychoprophylactic measures may include mass examinations to identify so-called risk groups and preventive work with them, information from the population, etc.
TEST QUESTIONS AND TASKS
1. What is mental hygiene and psychoprophylaxis?
2. The concept of mental hygiene.
3. Tell us about the sections of mental hygiene.
4. Classification of psychohygienic aspects.
5. Define psychoprophylaxis.
6. Tell us about the objectives of psychoprophylaxis.
7. What is primary, secondary and tertiary psychoprophylaxis?
Plan
1. Definition of psychoprophylaxis, main tasks.
Definition of psychoprophylaxis, main tasks.
Psychoprophylaxis involves work to prevent disadaptation (disturbances in the process of adaptation to the environment), educational activities, the creation of a favorable psychological climate in the institution, the implementation of measures to prevent and relieve psychological overload of people, etc.;
The tasks of a psychologist in the area of psychoprophylaxis are most clearly defined within the framework of the service of practical psychology in the education system. They are as follows:
Work on the adaptation of children, adolescents and young people to the conditions of educational institutions, development of specific recommendations for teachers, parents, educators, etc. to assist children during the adaptation period;
Creation of programs for individual work with participants in the educational process, designed to adapt students to the learning process and ensure comprehensive and harmonious personal development;
Creating conditions that help prevent maladaptation states during the transition to new levels in the education system (from primary school to junior high, from junior high to secondary education, from secondary education to vocational school, etc.);
Carrying out various types work to create a favorable psychological climate in an educational institution;
Implementation of measures to prevent and relieve psychological overload of the teaching staff, etc.
The listed psycho tasks preventive work in the education system can be projected onto activities practical psychologist in various social systems. Then, in general terms, these tasks should be designated as follows:
Work on adapting the organization’s personnel (especially newcomers and young professionals) to the conditions of professional activity in the conditions of this particular organization;
Creation of special programs (in particular, training ones) for working with different categories staff and individual employees;
Creating conditions that help prevent maladjustment when changing jobs, positions, professions;
Carrying out various types of work to create a favorable psychological climate in the institution;
Implementation of measures to prevent and relieve psychological overload of personnel, etc.
In psychoprophylaxis there are three levels.
Level I - the so-called primary prevention. A psychologist works with children who have minor emotional, behavioral and learning disorders and cares for the mental health and mental resources of almost all children. At this level, the psychologist's focus is on all students in the school, both “normal” and those with problems (i.e., 10 out of 10 students).
Many authors note that schools are optimal systems for the prevention of mental health, and consider school psychologists as the main specialists in implementing such primary prevention.
Level II - secondary prevention. It is aimed at the so-called “risk group”, i.e. those children who have already started to have problems. Secondary prevention involves early identification of learning and behavioral difficulties in children. Its main task is to overcome these difficulties before children become socially or emotionally unmanageable. Here the psychologist no longer works with all children, but with about 3 out of 10. Secondary prevention includes consultation with parents and teachers, teaching them strategies for overcoming various kinds of difficulties, etc.
III level - tertiary prevention. The psychologist's attention is concentrated on children with pronounced educational or behavioral problems; his main task is to correct or overcome serious psychological difficulties and problems. The psychologist works with individual students (about 1 in 10) referred to him for special study
From level I to level III, the psychologist’s actions become less active in relation to planning and providing services. The concern of most American school psychologists is to provide Levels II and III, with Level III taking up the lion's share of time. In other words, most of the efforts of school psychologists are aimed at working with students who are already experiencing difficulties. The bulk of schoolchildren remain unattended by psychologists, except for their traditional systematic testing.
The meaning of psychoprophylactic activities is to support and strengthen the mental and psychological health of children and schoolchildren.
Based on ideas about the essence of the educational psychological service, we can give following definition psychoprophylactic work.
Psychoprophylaxis - this is a special type of activity of a child psychologist aimed at preserving, strengthening and developing psychological health children at all stages of preschool and school childhood.
Psychological prevention involves:
1) responsibility for compliance in children's educational institution(kindergarten, boarding school, orphanage, school, Lyceum, college, vocational school, etc.) psychological conditions necessary for the full mental development and formation of the child’s personality at each age stage;
2) timely identification of such characteristics of the child that can lead to certain difficulties, deviations in his intellectual and emotional development, in his behavior and relationships;
3) prevention of possible complications in connection with the transition of children to the next age level.
So, we are talking about psychological prevention in cases where a psychologist, based on his knowledge and experience, carries out work on warning possible disadvantage in the mental and personal development of children, to create psychological conditions that are as favorable as possible for this development.
Psychoprophylactic work can be carried out both with individual children or groups of children, classes, age groups, and with educators, teachers, parents, and other adults who influence the child’s attitude and development.
The main difficulty of this work is that the psychologist, as a rule, is faced with a lack of understanding by the teaching staff (and parents) of the importance of psychoprophylaxis. Why is this happening? Probably because in kindergarten, the school has so many obvious problems both with individual children and with entire teams that adults do not want to think about the difficulties that may yet arise. “Either they will arise, or they will not arise,” educators, teachers and parents think, “we would have to cope with the existing difficulties.” A psychologist should not be led by such reasoning. Psychological service will not be able to develop and bring tangible benefits public education, based only on solving immediate problems. It must predict the possibility of these problems occurring and work towards their prevention. In other words, a psychologist begins psychoprophylactic activities when there are still no difficulties in working with a child, class, etc., but he prevents these difficulties as possible.
In psychoprophylaxis, the initiative comes entirely from the psychologist himself. We can say that here we are observing self-request in its pure form. The psychologist himself provides, on the basis of his knowledge, what can be warned about, what can be changed, advised, in order to create favorable conditions for teaching and raising children. Here he is the master of the situation.
When determining the main content of psychoprophylactic work, it is important to remember the following.
Psychologist develops and implements developmental programs for children different ages taking into account the tasks of each stage.
Programs are carried out in educational and educational work with children of all age groups mainly by caregivers, teachers and parents. The most important thing is to give every single student the opportunity to try themselves in various areas knowledge and practical activities to determine and develop their interests, inclinations, and abilities.
In the complex set of conditions that shape personality, two main factors are usually distinguished - family And school. The initial focus of interests arises, of course, in the child’s unique life communication with parents and peers, then with teachers. But there is one more, perhaps the most elusive factor - the era in which a person was born and developing, the complex and subtle interaction of the growing consciousness with the inexhaustible diversity of the era, with the historically specific forms of its culture, with those of its manifestations that find themselves in the sphere interests of emerging thought. Of course, school and family are part of this era, but how fully do they reflect its ideas, culture, contradictions, problems, and to what extent do they involve children, adolescents, and young men in this?
Let us quote further I. F. Ovchinnikova:“The peculiarities of the culture of a given time, unique forms of intellectual life, the most pronounced preferences and trends carry with them unlimited possibilities of influencing a person throughout his life, and especially at a very early age. It depends on the individual fate of the individual which particular sphere of unlimited preferences of the era it will touch. A creative personality is formed in the diverse dynamics of life factors that form the mosaic of her inner world. Individuality is born as the result of many influences, firmly entrenched in the mind. The possibilities of such consolidation largely depend on psychological characteristics developing personality, on its character and temperament.”
The developmental program that a psychologist develops is, as a rule, not only academic and educational - it is much broader. The psychologist analyzes everything that surrounds children and what they are involved in - play, the educational process, educational activities, relationships with adults and peers, trips to the theater and nature, subject clubs and sports sections, etc., finding out how much it is promotes mental and personal development child.
2. The psychologist identifies such psychological characteristics of the child that may subsequently lead to the emergence of certain difficulties or deviations in his intellectual or personal development.
Czech psychologists J. Langmeyer And 3. Matejczyk consider it extremely important task development of measures to prevent, or prevent, mental deprivation in children. Such a preventive program, in their opinion, must meet the following requirements.
First, it is necessary to ensure that children receive stimuli from the external living environment in the appropriate quantity, in a certain grouping and time sequence. Stimuli must correspond to the child’s level of development, since both late and premature stimulation are ineffective and sometimes harmful.
Secondly, incoming stimuli must have meaning for the child so that he can include them in the system of his experiences and cognitions. They must have reinforcing value primarily in the area of desired behavior.
Thirdly, it is necessary to create conditions for the development of positive, stable relationships between the child and his educators, the environment of his home and, finally, the broader social and subject environment.
Fourthly, it is necessary to facilitate the child’s inclusion in society so that he can learn adequate social skills.
A psychologist monitors compliance in kindergarten, school and other psychological conditions of education and upbringing necessary for the normal mental development and formation of the personality of children at each age stage.
Thus, he is working to prevent the psychological overload of schoolchildren associated with spending many hours in a group, with stress caused in some children by lack of confidence in their knowledge, fear of tests, being called to the blackboard, etc. Many children experience educational overload, caused primarily psychological reasons: intellectual and educational skills are not sufficiently formed, there is no positive learning motivation, not developed cognitive activity. Many schoolchildren have been identified with inadequate self-esteem, which causes lack of self-confidence, increased anxiety, etc. All these undesirable phenomena can be prevented only when certain psychological conditions are strictly observed from the very beginning of schooling.
V. A. Sukholishsky rightly believed that if normal child has not achieved success in any academic subject; if he does not have a favorite subject or activity, then the school has not fulfilled its task. One of the conditions for normal mental development of a child presupposes that each student has a favorite academic subject (subjects) or some other type of activity.
The psychologist should help each subject teacher identify the group of students most interested in a given subject. Children can be recommended additional literature and additional more complex tasks. This creates an intellectual background for the class, develops interest in knowledge, makes it valuable and attractive to children, develops abilities and talents, and forms the basis for choosing a future profession.
If each teacher in his subject singles out 4-5 people, especially interests them with special tasks, fascinating additional literature, there will be no uninterested people in the class.
What if they do exist? The psychologist and the class teacher need to jointly understand the reasons for this. Everyone needs to develop a desire for knowledge through at least one academic subject. This is possible only when the teachers working in a given class are a team of professionals interested in the development of the personality of each child, and not just in ensuring that a certain percentage of progress is achieved in a given subject. The class teacher “conducts” such a team and corrects the teachers’ actions. It is high time to evaluate his work by how the abilities and interests of each child are formed and developed, how his personality develops as a whole. And to help him with this is the task of a psychologist.
4. The psychologist warns possible complications in the mental development and personality formation of children in connection with their transition to the next age level.
Perhaps the most difficult and vulnerable period is the transition period from preschool to school childhood. It is precisely the lack of formation of the necessary psychological formations at the previous stage that can lead to school maladjustment.
At primary school age, school maladjustmentmanifests itself in children in the form of difficulties in mastering and fulfilling the requirements, low school performance, and extreme forms of indiscipline. Psychological reasons for this may include low level of functional readiness(the so-called “school immaturity”), i.e., a discrepancy between the degree of maturation of certain brain structures and neuropsychic functions and the tasks of school education. School immaturity is manifested in a low level of development of such functions as fine motor skills, eye-hand coordination, following a pattern in activity and behavior, etc. In addition, common cause school maladaptation is caused by insufficient development of the voluntary sphere: inability to listen and accurately follow the instructions of an adult, to act in accordance with the rule, weak voluntary attention, voluntary memorization, etc. Often the problems of younger schoolchildren are rooted in the immaturity of the preschool types of thinking proper, in the shortcomings in the development of the speech sphere, total phonetic hearing and poor, inaccurate understanding of many words used by the teacher. The low level of development of cognitive needs, cognitive interest, and the lack of formation of the student’s internal position are also significant.
Therefore, the psychologist, first of all, takes control of the period when the child enters school, during which the most abrupt change main activities. This is especially true in connection with the transition to education for children from the age of 6. Timely assessment of children’s psychological readiness for school is one of the main types of prevention of subsequent possible difficulties in learning and development.
At the same time, the psychologist primarily pays attention not so much to (Normal readiness for schooling(can read, count, knows something by heart, can answer questions, etc.), how much on certain psychological characteristics: how the child feels about going to school, whether he has had experience communicating with peers, how confident or insecure he feels himself in a situation of conversation with an unfamiliar adult, how developed is his cognitive activity, what are the characteristics of his motivational and emotional readiness for learning at school, etc. Based on the results of the examination, the psychologist, together with the teacher, develops a program individual approach to work with children from the first days of their stay at school.
No less important questions arise at other age stages, for example at the stage transition of students from primary to secondary school, when a child goes from one teacher to many at once, each of whom makes special demands on him, when the content of educational subjects becomes more complex and the methods of teaching them change significantly, greater independence becomes necessary, the importance of relationships with peers increases, etc.
This period can be considered sensitive for the development of special abilities and self-awareness of schoolchildren, because it is at this age that they begin to think and realize their interests and capabilities, and they begin to form a stable self-esteem.
Very often, children who have not found confirmation of their learning abilities in at least one or more academic subjects, forever lose interest in school and learning in general. Psychoprophylactic work by a psychologist with both children and teachers can help avoid this, which begins long before students meet their new teachers.
Problems also arise in working with students of class IX, when they are faced with acute complex problems self-determination.
The psychologist has to constantly keep all these critical points in the center of his attention; it is on them that the main activities of psychological prevention are directed. Moreover, it is very important to involve people in solving these problems and, most importantly, preventing them. teaching staff schools and parents of schoolchildren.
5. A psychologist conducts work to prepare children, adolescents and high school students for a gradual awareness of those areas of life, activities, professions that are interesting to them and in which they would like to realize their abilities and knowledge.
As the experience of school psychologists testifies, the main conditions for readiness for a professional choice are the full mental development of the child, the formation of his motivational-need sphere, high level development of inclinations and abilities, self-awareness. Formation of the child’s psychological readiness for independent choice profession or area of professional activity should become an organic part of the educational process of the school and begin already in the first grade.
The work of a psychologist in this area of interaction with children includes the following points:
♦ early diagnosis of interests and abilities of schoolchildren ( I-V classes), development and implementation of programs to develop interests and abilities;
♦ diagnostics of the abilities and inclinations of younger adolescents, further implementation of the program for their development;
♦ formation of professional intentions of students in grades VII-IX, study of their psychological characteristics and personality traits in relation to the requirements of the chosen profession;
♦ consulting work with high school students to determine the further educational program in connection with its differentiation;
♦ diagnostics and correction of professional and personal self-determination of high school students.
The effectiveness of career guidance work specifically in the school psychological service system is determined by the fact that it is included in the broad context of the work of psychologists in studying the mental development and personality formation of children throughout all years of schooling And takes place in close contact with teachers and parents. As such an effective means of preventing a number of problems associated with preparing a child for future life, you can use a professional consultation conversation with a student, which is called a “discussion dialogue.”
Based on the results of mass surveys of schoolchildren in order to determine their professional intentions, students can be divided into four categories according to the degree of formation of their professional plans. Work with each individual category of students is carried out in different ways and techniques based on different tasks and goals for each of the groups represented. Let us designate these categories of students:
♦ schoolchildren who have already determined their future vocation and mainly need to be shown the path further receipt education, educational institution where you can get this specialty, job prospects. Sometimes it is necessary to suggest ways of self-education, self-education, preparing oneself to master a given profession in the future;
♦ schoolchildren who do not know where to go to study or work, who do not have specific life professional plans. This category of students mainly needs work on vocational education. Exposure to different professions and specialties helps them determine their future. When working with this group of students, one can quite effectively use questionnaires to identify interests, the results of which can serve as a kind of “primary impetus” for subsequent self-determination, help schoolchildren narrow their field of choice and navigate a variety of professions;
♦ schoolchildren who have chosen their future profession, but due to some contraindications (health status, clearly inflated level of aspirations, inadequate self-esteem, etc.) mastering this profession is either significantly limited for them or is completely contraindicated. In this case, reorientation work is necessary. The task of a school psychologist is to determine a system of pedagogical and psychological impacts on a given student in order to reorient him. Reorientation involves the teenager resolving a rather complex contradiction between his own desire, on the one hand, and the inability (or limitation) to engage in this activity, on the other; schoolchildren who chose several professions at once, often of completely opposite nature. This is the largest group. These students are characterized by the fact that when determining their professional choice, they focus exclusively on the advice and opinions of comrades and people around them, without thinking about their capabilities or the merits of a particular profession. Due to the fact that these opinions and advice are contradictory, the professional self-determination of these students becomes extremely difficult. It is these students who most need help from a school psychologist. The main goal of a school psychologist’s work with these students is not only to resolve contradictions, but also to develop a sustainable and purposeful professional choice.
For this, the most effective means is an individual professional consultation conversation with a student in the form of a “discussion dialogue”.
The purpose of this professional consultation conversation is to update the student’s knowledge about each profession, his preferences, and to establish the correspondence of his abilities and capabilities to the requirements that the profession places on a person. Based on the comparison, the student can determine his choice.
Professional consultation involves individual or group work with schoolchildren based on knowledge of their inclinations, interests, abilities and other psychological properties and personality traits. Therefore, a professional consultation conversation should be preceded by a study of the student’s personality various methods(observation, questioning, conversations with parents and teachers, various test methods, etc.). Only on the basis of the obtained understanding of this student can one begin the actual professional consultation conversation. A school psychologist has the opportunity to conduct individual career counseling conversations not immediately at the time of contact, but after some time. However, it should be noted that in this case the “treatment effect” may disappear, i.e. the internal attitude of the person being consulted towards the expected help. Therefore, in each specific case, the moment of the conversation must be determined taking into account the personality characteristics of the student. After a certain number of clarifying questions (biographical information, information about parents, etc.) and establishing positive contact between the consultant and the person being consulted (developing in the student an attitude towards mutual cooperation in order to receive effective assistance in professional self-determination), the student is asked to choose one for discussion of their preferred professions. Usually a student chooses the one that is most meaningful to him. The student’s choice of profession for discussion is recorded. Next, the consultant invites the student to determine the role that he will play during the discussion. Such roles can be: either the role of a defender of the chosen profession, or a critic of its shortcomings. This choice of the student is also recorded by the consultant.
Once the roles are defined, a dialogue begins. The consultant takes a role opposite to the one chosen by the student. The positions expressed by the student (arguments for and against), as well as the consultant’s statements, are recorded in writing. It is desirable that the student can observe the process of accumulating arguments and recording them (in certain cases, the student himself can be entrusted with recording the arguments). Whenever possible, the results of the conversation should be recorded in such a way that both quantitative and qualitative comparisons can be made. The consultant should not seize the initiative from the student during the conversation and, if possible, respond to each argument of the student with his own argument. Sometimes a consultant needs to present his argument to activate the student’s interest, but get the student to respond.
During the conversation, the importance and necessity of this profession, working conditions and wages, prospects for professional growth, requirements imposed by the profession on the individual, compliance of the personal characteristics of a given student with these requirements, etc. It is advisable to avoid categorical statements. The dialogue continues until a sufficient number of arguments are collected. It is not recommended to drag out the discussion for too long.
A few days later, the psychologist meets again with the person being consulted. The student is asked to repeat the conversation, the subject of which is the second of his preferred professions. He chooses the role again. It should be noted that the roles of the psychologist and the student should change from conversation to conversation. Then the procedure is repeated as the first time.
The number of conversations with each student may be different and depends on the number of professions chosen by the student. The break between conversations is three to five days.
As a result of such a series of career counseling conversations, the student’s knowledge and ideas about each of his preferred professions are updated. Sometimes it is advisable, after the end of the conversation, to give the student the opportunity to familiarize himself with the recorded results of the conversations and compare them. During the conversation, the psychologist tries to draw a correspondence between the student’s personal characteristics and the requirements that he places on the individual. this profession, therefore, before the conversation, it is advisable to familiarize yourself with the professiogram of this profession (and even have it with you for the student to familiarize with).
The data that the psychologist accumulates as a result of studying the student before and during the conversation makes it possible to determine which of the professions the student himself is more inclined to and which of them he most matches in terms of his personal characteristics. In case of a discrepancy between the desire and the opportunity to devote oneself to a particular profession, the process of resolving this alternative issue should be left to the student himself.
The main advantage of the “discussion dialogue” method is that the student gets to effective help in his professional self-determination, while any external pressure on choice from the outside is excluded or, in any case, quite strongly limited.
A certain modification of this technique can be successfully used with a group of students, provided that the class team is sufficiently developed. It should also be noted that the object of professional consulting work is not only the student himself, but also his parents, and sometimes teachers, whose influence on the professional self-determination of a teenager is often quite large.
The multifaceted work of a psychologist can ultimately lead a student to the possibility of a conscious and adequate choice of the area of future professional activity, taking into account both his abilities and interests, and the needs of society.
Choice is always a certain indicator of personality maturity. A professional choice can only be considered a decision that is made consciously and independently, on the basis of a mature self-assessment of abilities, interests, inclinations, and on the basis of the search for the meaning of one’s life. Otherwise, we will be faced with such phenomena when boys and girls choose a profession, such as “persuaded”, “identified”, “recommended”, “enrolled”, “agitated”, etc., i.e., related only to external influences , not supported by internal motivations and, therefore, cannot be considered the personal property of a teenager or young man.
The psychologist takes care of creating a psychological climate in the children's
educational institution. Comfortable psychological climate- the result of the interaction of many components that make it up, but the central point here is the communication of children with adults and peers, as well as adults with each other.
Full communication is least of all oriented towards any type of assessment or evaluative situations. The highest value in communication is another person with all his qualities, properties, moods, regardless of age and various social characteristics.
The psychologist strives to create favorable, friendly relationships between parents and teachers.
To do this, it is necessary to help adults enter into relationships, the result of which can be the following favorable reality: parents must treat with respect and gratitude the teachers who work with their children, help them become smarter, more talented, more mature, and teachers respect the parents of their students and are grateful them for their trust. In such an environment, our children could become kinder, calmer, and more open to the world and people.
Literature
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