Types of psychological counseling. Types, stages, rules of counseling

In the hierarchy of activities of a practical psychologist, advisory activities have their own specifics. It consists in the fact that the psychologist meets with the client for a relatively short time, which includes all types of activities of a practical psychologist. This is primarily a preventive activity, including educational and preventive activities. This includes diagnostic activities, during which, based on the data provided by the client and the results of express diagnostics, the nature of the problems with which the client came is determined. Here there is correctional activity, presented in the form of various tips, recommendations and even direct psychotherapeutic influences exerted by the psychologist on the client. Finally, this is a developmental activity that orients the client towards his life perspective and emerging opportunities.

In other words, in the advisory activities of a practical psychologist, all types of activities are presented in miniature: “in miniature” - because the consultation time is limited, and because the possibilities of all types of activities are limited. Consulting can be defined as an orientation activity from which work with a client begins.

Depending on which side of the activity is most represented in the consultation, the following types of consultation are distinguished:

a) preventive counseling, which can be either educational in nature (answers to questions) or preventive in nature (thematic conversations);

b) diagnostic consultation, in which possible diagnostic options are determined;

c) corrective counseling, which identifies possible options for correcting violations;

d) psychotherapeutic counseling associated with a deeper intervention in the client’s psyche than correctional;

e) developmental counseling related to identifying ways to develop the client’s personality;

f) comprehensive counseling, combining all types of counseling.

Depending on the age status of the consulted population, one can distinguish:

a) infant counseling,

b) counseling young children,

c) preschool counseling,

d) counseling younger schoolchildren,

d) teenage counseling,

f) youth counseling,

g) adult counseling,

h) gerontological counseling.

Of course, some age-related types of counseling are integrated, but it is difficult to imagine that a practical psychologist in one person would be a specialist in all ages.

Depending on the thematic focus, we can distinguish the following types consulting:

a) family counseling,

b) sexual counseling,

c) consulting on educational issues,

d) career counseling,

e) consulting on conflict resolution, etc.

Depending on the number of persons consulted, consultations are divided into:

a) individual,

b) group.

Individual consultations take longer and are more effective than group consultations. The latter, in turn, make it possible to reach a sufficiently large number of people and thereby save time, effort and achieve a greater effect on a mass scale.

Psychological counseling technique is a systemic procedure specially organized by a psychologist, including a set of techniques, instructions, and actions carried out by him in relation to the client as part of the advisory process. The technique has a specific purpose and is aimed at solving one or more advisory tasks.

Most techniques can also be used for diagnostic purposes to obtain information about the client and the way he or she functions psychologically. The choice and use of a particular technique when working with a client is determined by the following factors:

characteristics of the problem situation of the person seeking psychological help;

features of the situation of psychological counseling (space-time continuum of the counseling process; composition of a team of specialists, etc.)

the appropriateness of using technology at this stage of working with a client;

preferences of an educational psychologist based on his personal characteristics(this technique should be organically combined with the individual style of activity of the teacher-psychologist).

Technicians serve the counseling process itself: maintaining contact with the client, achieving mutual understanding, etc.

Table 2 presents a procedural and technical model that reflects the advisability of using general techniques at certain stages of the advisory process:

Table 2.2 – Procedural and technical model of psychological counseling

Consulting stage	Techniques and techniques used in counseling
1. Establishment of consultative contact	Techniques for establishing contact. Conversation techniques
2.Multimodal problem definition
3. Desired changes	Techniques for conducting a conversation (reflective listening techniques: asking questions, clarifying, paraphrasing, clarifying, reflecting and clarifying feelings, summarizing, etc.)
4. Alternative ways to solve the problem.	Techniques for conducting a conversation (reflective listening techniques: asking questions, clarifying, paraphrasing, clarifying, reflecting, etc.). Influence techniques (self-disclosure, confrontation, directives)
5. Search for resources	Techniques for conducting a conversation (reflective listening techniques: asking questions, clarifying, paraphrasing, clarifying, reflecting, etc.).
6. Environmental audit	Techniques for conducting a conversation (generalization, summarizing, etc.)

The stages of the psychological counseling process are interrelated and interchangeable modules (with the exception of the first and last stages). In addition, the stages are not strictly fixed. During the course of work, the educational psychologist has to repeatedly monitor changes occurring with the client, adjusting his work and determining the direction of further interventions.

The main tools of an educational psychologist, regardless of belonging to a particular psychological school, are the skills of observing the client, showing attention and interest, listening and influencing techniques. These tools are verbal and non-verbal forms of communication (A. Ivy et al., Yu.E. Aleshina, R. Kociunas, etc.). The following is presented brief overview general techniques (microtechniques) and technical techniques of counseling used in the work of an educational psychologist.

Selective attention– a concept meaning that the educational psychologist selectively pays attention or selectively ignores some of the client’s statements. Ideally, an educational psychologist should monitor all manifestations of the client, including physical ones. Usually he actively uses both verbal and non-verbal means of communication. Words are used by the psychologist to a greater extent to convey information, while the non-verbal channel is used to express support, demonstrate attention, interest, and empathy.

Thus, you can get important information about the client by correlating what he says about himself and the problem situation with his facial expression, gestures, posture, and placement in space.

From the very beginning of counseling, it is important to remember that the client has asked for help, and at the first stage of work it is important to establish contact, and not to demonstrate technical techniques.

Listening skills are techniques that help uncover new facts and understand a client's behavior, thoughts, and feelings.

Building rapport with the client using questions. The questions that the educational psychologist asks the client are aimed at solving a number of problems:

maintaining contact with the client;

obtaining information;

identifying feelings;

testing or clarifying hypotheses.

The skill of formulating questions occupies one of the main places among the professionally important skills of an educational psychologist. Questions are the most important element of the conversation and the main means of obtaining information from the client.

During the consultation, the educational psychologist asks the client various questions aimed at achieving certain goals.

Table 2.3 – Purpose questions

Purpose of the question	Type of question
Getting information	Analysis of the situation and the reasons for its occurrence; specification; identifying the client’s ideas about the causes of dysfunctions that have arisen	When did this happen? Why do you think this happens? What do you think led to...?
Stimulating the client for more detailed story	Encouraging clients to illustrate their story with examples	Can you tell me about any specific situation?
Testing therapeutic hypotheses	Identifying patterns in client functioning	Did I understand correctly that every time you enter a classroom, your anxiety level increases?
Identifying the client's feelings	Obtaining information about the nature of the client’s emotional experiences	How did you feel at that moment? Do you get upset when you receive a low grade?
Identifying Resources	Identifying the client’s strengths and ability to reorganize	Do you remember if any of your loved ones were in a similar situation? How did he deal with her?

Open questions usually begin with the words “what”, “how”, “why”, “could”, “and if”. They require a detailed answer from the client, since it is difficult to answer “yes” or “no”. Open-ended questions provide an opportunity to obtain important information about the essence of the client's difficulties. For example, an open-ended question: “Would you tell me what you expect from counseling?” allows the client to formulate his answer without restrictions.

The educational psychologist needs to maintain a sense of tact and proportion when questioning the client. The question “why” is especially disturbing and makes the client want to defend himself. In addition, this question activates the defense mechanism of rationalization: usually the person has already thought about this problem and built a system of explanations for himself.

Closed questions usually include the particle "li". They contain the wording of the answer or its variants. They can be answered “yes” or “no”. Closed questions are used to collect information, as well as to find out something, concentrate attention, and narrow the scope of judgments. A closed question usually prevents the client from escaping the topic of conversation. But when used frequently, closed questions can also cause anxiety.

When choosing one or another wording of a question, certain limitations must be taken into account. For example, closed questions run the risk of significantly narrowing the range of possible answers. This is especially important to consider when working with easily suggestible clients. However, the use of closed questions can sometimes be a useful technique that helps the client express socially disapproved attitudes. When alternative answers are given side by side, the very form of the question may suggest to the client that they are both equally socially acceptable.

Without asking the client questions, information about him can be obtained using techniques such as minimal reinforcement, support, retelling, and reflection of feelings.

Minimal reinforcement (minimizing responses, non-intervention)– microtechnique, which is the use by a teacher-psychologist of those “minimal” means of communication that allow him to maintain a dialogue with the client. The teacher-psychologist’s remarks allow the client to speak out without coercion, openly and freely. These include statements like: “I understand,” “Continue, this is interesting,” “Tell me in more detail,” etc. These remarks contribute to the development and deepening of interaction with the client. They relieve his tension, help the educational psychologist express interest, understanding or express approval.

Repeat (support)- this is a direct repetition of what the client said, or short comments (“well, well,” “so,” “uh-huh,” “tell me more”). This technique facilitates the conversation and supports its main flow, ensuring the least intrusive intervention of the educational psychologist in the client’s world. Repetition or encouragement is a direct way to demonstrate to the client that the therapist is listening and hearing them.

Paraphrase (paraphrase)– formulating the client’s thoughts in other words. Paraphrasing is always a certain risk for an educational psychologist, since you can never be sure that you understand the other person correctly. The purpose of paraphrasing is to check how accurately the therapist understands the client. There are standard statements with which paraphrasing often begins: “As I understand ...”, “Do you think ...”, “In your opinion ...”, “In other words, you think”, “If I understand correctly, you are talking about ...” and etc.

When paraphrasing, the focus is on the ideas, thoughts, and meaning of what was said, rather than on the client's feelings and emotions. It is important that the therapist be able to express the client's thoughts in his own words.

Retelling - This is a condensed summary of the client’s main words and thoughts. It conveys the objective content of the client’s speech, reformulated by the educational psychologist, and the most important words and revolutions. Retelling helps bring together different points of the conversation. The retelling technique often has a therapeutic effect, since the client can once again hear key thoughts and phrases aimed at clarifying the essence of their problems. Paraphrasing is essentially the use of paraphrasing techniques for large amounts of information.

Reflection of feelings. This technique is similar to retelling, but retelling addresses facts, while reflecting feelings refers to the emotions associated with those facts. It is important that the educational psychologist be able to note for himself the emotional states, feelings and experiences of family members. The technique of reflecting feelings can be broken down into parts: say the client’s name (this personalizes the reflection); communicate your assumptions about his feelings: cliche sentences (Irina, you seem to feel shame). Context for the experience is often added. A “pure” reflection of feelings does not include the context of the experience.

Clarification (clarification, clarification)– micro-technique that helps make the client’s message more understandable for the educational psychologist. The psychologist turns to the client with a question or request to clarify what he said. You can use the following key phrases: “Could you repeat it again?”, “I don’t understand what you mean,” “Please explain again,” “I’m not entirely clear what you’re talking about,” “ Could you please explain this in more detail? etc.

To clarify the message, you can use closed questions, for example: “Are you offended?”, “Would you like to change the situation?”, “Is that all you want to say?” It is important to remember the limitations associated with the use of closed questions, which sometimes activate the client's defenses. Open questions or statements like “I didn’t quite understand you,” etc. are more preferable. In this case, the educational psychologist does not introduce his own interpretations, remains neutral to the message and expects its more accurate transmission.

Awareness of meaning involves exploring what the situation means for the client. When realizing the meaning, the deep, hidden meanings of words are analyzed. The client reinterprets his experiences. Awareness of meaning goes hand in hand with interpretations, which relate to microtechniques of influence. Interpretation gives the client alternative constructs with which to also view this problem. When realizing the meaning, the client is able to find a new interpretation or meaning of previous facts or situations.

Summary (summarizing) allows the educational psychologist to summarize the client’s main thoughts and feelings. A summary is a micro-technique that allows you to “combine” the client’s ideas, facts from his life, experienced feelings, and the meaning of a problem situation into a semantic unity. The educational psychologist analyzes everything said before by himself and the client, and then presents to the client in a complete form the main points concerning the content of the polylogue between them. The summary gives the psychologist the opportunity to check the accuracy of the client's messages. The summary is usually formulated by the educational psychologist in his own words, but standard introductory words can be used, for example: “What you told me about indicates ...”, “As I understand from your story ...”, “The main points of your story are ..."

A summary is useful at the end of a session when you need to briefly summarize what the client said.

Focus analysis– an important micro-listening technique. During focus analysis, the educational psychologist reflects the main theme of interaction with the client. The following focus selection directions are possible:

Focus on the client. “What did you do?”, “How do you feel?”, “What do you think...”, etc.

Focus on the problem. The main attention is paid to the problem situation, the conditions for its emergence and development, and the impact on the client’s life.

Focusing on the educational psychologist. Focusing on oneself is useful as a technique for self-disclosure or feedback and helps develop a sense of trust in clients.

Focusing on community: “we are the focus”: “What have we achieved in today’s meeting?”, “I like the way we interact today.”

Cultural-contextual focus: “This is a concern for many students,” “This is a problem many students experience at this stage of their lives.”

Based on the above microtechniques, several types of listening.

Non-reflective listening (passive listening, principle of silence) – this is the most basic type of listening. It consists in the ability of the educational psychologist to remain silent, remaining attentive and without interfering in the client’s story or activity. This process can be called passive only conditionally, since it requires enormous attention from the educational psychologist. “Non-reflexivity” is also a conventional concept, since in this case the educational psychologist remains in contact with himself, his feelings, and continues to build therapeutic hypotheses or think about a further strategy for working with the client.

There are different variations of unreflective listening. The first involves the exclusion of any actions on the part of the educational psychologist: head nodding, “uh-huh-listening,” support. In another option, during non-reflective listening, an educational psychologist can express understanding, approval, support, and use microtechniques of minimal reinforcement. Non-reflective listening is an indispensable tool in situations where:

the psychologist needs to get an idea about the client;

the client is in a situation of strong emotional arousal;

it is difficult for the client to clearly formulate his existing problems;

the client needs to speak out and they are not yet ready to listen to comments, questions and remarks;

clients experience grief or loss and experience feelings such as anger, disappointment, fear, resentment.

Reflective (active) listening used by an educational psychologist in order to more accurately understand the essence of the message. Most of the words in our language are ambiguous, many have synonyms. This creates certain difficulties in understanding, since the same word can be perceived differently by the speaker and the listener. Thus, the psychologist needs to “decode”, “decipher” the client’s message.

The educational psychologist supports the client in his ability to analyze and consider the situation with different sides and make a decision that is appropriate for her, but at the same time he does not give advice or suggest what exactly the client should do in these situations. The goal of reflective listening is to understand as accurately as possible what the client is saying.

The educational psychologist mainly uses the skills of clarifying, supporting, paraphrasing, reflecting feelings, and summarizing.

Empathic Listening includes the ability to respond to another person (client) with the emergence of empathy. Empathy- this is the comprehension of the emotional state of another person in the form of empathy, understanding and acceptance of the content that he is trying to comprehend and realize.

Empathy is characterized by the experience of a special relationship with another person. The basic rule of empathic listening is not sympathy, but empathy, that is, creating an emotional resonance for the client’s experiences. The goal of empathic listening is to understand the other person's feelings as accurately as possible. At the same time, the psychologist does not diagnose or evaluate the client, since the main goal of empathic listening (according to K. Rogers) is to be in the world of another person’s feelings, and not to impose one’s own feelings on him. Empathic listening involves the psychologist understanding the client's feelings and communicating this understanding to the client. Empathic listening uses the same techniques as reflective listening: support, verbal following, clarification, paraphrasing, summarizing.

In addition to micro listening techniques, there are techniques for influencing the client. Technicians impact– these are techniques for actively involving a teacher-psychologist in the process of resolving the client’s current life problems. All counseling theories are based on the fact that the psychologist acts as an agent of change and personal growth in clients. In the case when an educational psychologist uses special influence techniques, changes can occur faster and more effectively.

Impact techniques are closely related to listening techniques. When influencing the client, the educational psychologist maintains visual contact, uses non-verbal signals (nods his head, gestures, changes spatial location, etc.). Influence techniques are usually divided into a series of microtechniques of communicative practice, such as directive, confrontation, interpretation and self-disclosure (A. Ivey et al.).

Influencing techniques are much more difficult to master than listening techniques. This requires the guidance of an experienced supervisor. Influence techniques are more effective when used quite rarely in reasonable combination with listening methods.

Interpretation is a fundamental tool of psychoanalysis and is widely used in counseling. According to R. Greenson, “to interpret means to make an unconscious phenomenon conscious... By interpretation we go beyond what is directly observable and give meaning and causality to a psychological phenomenon” (R. Greenson, 2003, p. 57.).

The starting point for interpretation is the psychological theory on which the psychologist bases his work. Interpretation is used infrequently, as it usually challenges the client's view of the problem. Speaking about interpretation, I would like to turn to the classic phrase of D. Winnicott: “... I make an interpretation, pursuing two goals. Firstly, to show the patient that I am awake. Secondly, to show the patient that I can be wrong.”

R. Menninger wrote about the complexity and correctness when using interpretations: psychologists “would do well to be reminded that they should not act as oracles, wizards, linguists, investigators involved in the “interpretation” of dreams, but only in the role of observers, listeners and – sometimes – commentators” (R. Menninger, 1958).

Directive– the most powerful of the influence techniques. When using a directive, the psychologist tells the client what action to take. Different theories use different types of directives, for example:

free associations: “Remember and tell me what moments from your childhood this feeling is associated with...”;

Gestalt method of working with an empty chair: “Imagine that your teacher is sitting in this chair. Tell him everything you think and feel. Now sit in this chair and answer yourself on his behalf”;

fantasy: “Imagine that 5 years have passed... You are in the future... In front of you is a young woman... This woman is you... Come closer to her... Look at what she is wearing, what she looks like... What is she doing? How does he live? You can ask her about something important..."

relaxation: “Close your eyes... Feel your body... Relax your facial muscles...”

wish: “I would like you to do the following...”

The psychologist can give instructions to clients, suggesting certain changes in behavior (behavioral skills training), language substitutions (“should” to “want” and “don’t want”). It must be remembered that the use of directives is possible only after the psychologist has established contact with the client.

Confrontation. The term “confrontation” has 2 meanings: 1) to stand opposite, to look in the face and 2) to confront with hostility, to be in opposition. For a psychologist, the first meaning of the term is the main one, since confrontation is not an aggressive intrusion into the client’s space and should not lead to polarization of relations with him.

During confrontation, the educational psychologist draws the client’s attention to those facts in his story that are contradictory and inadequate. Important for understanding confrontation are the concepts of “mismatch” or “incongruence.” The client gives double messages during the interview (yes...but); demonstrates opposing or contradictory feelings and thoughts. The psychologist points out these double messages to the client and thereby confronts the client with the facts. The purpose of counseling is to identify and confront the client’s main contradictions.

Having noticed contradictions in the client’s story, the psychologist can use the following template: “On the one hand you think (feel, act) ..., but on the other hand you think (feel, act ...).” The psychologist also raises the question of the possible significance of this client's behavior for his life at the moment. In this way, you can use the client's ability to look at things from a different point of view and establish the nature of the connection between different topics in his story. It is important to note the client’s reaction to confrontation: is he able to experience empathy for the psychologist, which reflects his understanding of this contradictory situation. Confrontation is a method that requires tact and patience.

Confrontation maintains a balance between observation and influence methods. It becomes more effective when presented as a complex retelling or reflection of feelings. Confrontation can be achieved using methods of observation and influence, but when it occurs within the framework of retelling or generalization, there is still room for the client’s personal growth. It takes a careful balance of confrontation with the right amount of warmth, positivity and respect.

Self-disclosure is an influence technique based on the fact that the educational psychologist shares personal experiences and feelings or shares the client’s feelings. It is related to the feedback technique and is based on the “I-statements” of the specialist.

Different counseling systems use different microtechniques in different “proportions”. The qualifications of an educational psychologist consist of an understanding of the general structural model of counseling and competence in microtechniques, as well as the ability to apply all this taking into account the individual and cultural characteristics of the client.

In conclusion, I would like to note that the success of psychological counseling is achieved by the multiplicity and genre-style non-specificity of the languages of advisory interaction.

– applied branch of modern psychology. In the system of psychological science, its task is to develop theoretical foundations and applied programs for providing psychological assistance mentally and somatically healthy people in situations where they are faced with their own problems.
Purpose of psychological counseling(according to R. Kociunas) is defined as the provision of psychological assistance, that is, a conversation with a psychologist should help a person solve his problems and establish relationships with others.
Principles of psychological counseling:
- friendly and non-judgmental attitude towards the client;
— orientation to the client’s norms and values;
- careful attitude to advice;
— differentiation between personal and professional relationships;
— involvement of the client and psychologist in the counseling process.
Psychological counseling usually consists of several meetings and separate conversations.
Overall psychological consultation how the process is broken down into four stages:
1. Meeting the client and starting a conversation. This stage can be divided into a number of substages: first contact, encouragement, a short pause, actual acquaintance, formalities, “here and now,” initial questioning.
2. Questioning the client, forming and testing advisory hypotheses. Substages: a) empathic listening; b) accepting the client’s situation model as temporary; c) structuring the conversation; d) understanding the model of the client’s situation; e) criticism of hypotheses; f) presenting your hypothesis to the client; g) criticism of the hypothesis, finding the truth.
3. Making an impact. Substages: a) let the client live with the new knowledge; b) correction of client’s settings; c) correction of client behavior.
4. Completion of psychological consultation. This stage includes: summing up the conversation; discussion of issues related to the client’s future relationship with the consultant or other specialists; parting.

Types of psychological counseling

1. Intimate and personal counseling. Carried out on problems of psychological or behavioral deficiencies that the client would like to get rid of; personal relationships with significant people regarding various fears, failures, deep dissatisfaction of the client with himself, intimate relationships.
2. Family counseling. It is resorted to when choosing a spouse, in order to prevent and resolve conflicts in intra-family relations and in relations between family members and relatives, regarding the solution of current intra-family problems (distribution of responsibilities, economic issues of the family, etc.), before and after divorce.
3. Psychological and pedagogical consultation. Psychological and pedagogical counseling involves discussion between the consultant and the client on issues of teaching and raising children, improving the teaching qualifications of adults, improving pedagogical leadership, and managing children's and adult groups.
4. Business consulting. Business consulting is related to people overcoming business problems of choosing a profession, improving and developing abilities, organizing work, increasing efficiency, and conducting business negotiations.

Differences between psychological counseling and psychocorrection and psychotherapy

Traditionally, there are three types of psychological assistance::
— psychological counseling;
— psychocorrection;
- psychotherapy.
They represent influences on various aspects of the personality and have different goals and methods; they can be used separately and in combination.
The main purpose of psychological counseling is the formation of a personal position, a specific worldview and outlook on life, principled and unprincipled aspects human existence, formation of a hierarchy of values.
The task psychological correction is the development and mastery of mental activity that is optimal for the individual and effective for preserving health, promoting personal growth and adaptation of a person in society.
Psychotherapy in the narrow understanding of the term, its main task is to relieve psychopathological symptoms, through which it is assumed to achieve internal and external harmonization of the personality.
Difference various types psychological assistance can be determined by parameters such as:
- target;
— object;
- item;
- method of influence and position of the patient.
The main differences between psychological assistance

Parameter	Psychological counseling	Psychocorrection	Psychotherapy
Object of influence	Patient, client	Patient, client	Patient
Item	Problem, individual psychological characteristics	Problem, characterological deviations and personality anomalies	Psychopathological symptoms and syndromes, characterological deviations and personality anomalies
Way	Information, training	Training	Active influence (therapy) in various ways
Client's position	Active, responsible for results		Passive, not responsible for the result
Impact goals	Formation of a personal position	Formation of psychological compensation skills	Relief of psychopathological symptoms

Main directions in family counseling

Family counseling is one of the types of family psychotherapy, which has its own distinctive features and boundaries of therapeutic intervention. Family counseling developed in parallel with family therapy, mutually enriching each other.
Main goal The goal of family counseling is to study the problem of a family member or members in order to change the interaction in it and provide opportunities for personal growth.
What is the difference between family counseling and family therapy??
Firstly, family counseling does not accept the concept of illness.
Secondly, it puts emphasis on the analysis of the situation and aspects of role interaction in the family.
Thirdly, it is intended to help in finding the personal resource of the subjects of counseling and discussing ways to resolve the situation.
Among the leading theoretical concepts of family counseling Cognitive-behavioral therapy, rational-emotive therapy and others are given. This explains the variety of techniques and methods that are available in his arsenal.
Currently there is several areas of family counseling, the most common of which are psychodynamic and systemic.
1. Psychodynamic direction aimed at solving problems within the family based on quarrels and problems in the past. According to this school of thought, it is family problems that have not been resolved in the past that sow discord in current relationships between family members. The psychotherapist tries to identify and help solve these problems.
2. According to system direction, all family problems arise due to unproductive family organization. The existing family structure is examined, the past is not considered.
3. Very often, methods of individual psychotherapy are ineffective due to the fact that the problem lies within the family, and the patient cannot change properly, since he again falls under the “unhealthy” influence of his loved ones. That's why family psychotherapy most often has a much greater effect best effect, rather than individual, since its techniques are aimed at changing the entire family system.
Basic principles and rules of family counseling boils down to the following points:
1) establishing contact and connecting the consultant to clients.
2) collecting information about the client’s problem using meta-modeling techniques (NLP) and therapeutic metaphors. To achieve this goal, the consultant can ask clarifying questions like: “What result do you want to achieve?”, “What do you want?”, “Try to say this without the negative particle “no,” that is, in words that describe a positive result.”
3) discussion of the psychotherapeutic contract.
4) clarification of the client’s problem; the resources of the family as a whole and each of its members individually are also determined. This is facilitated by questions like: “How have you dealt with difficulties in the past? What helped you in this?”, “In what situations were you strong? How did you use your power?”
5) conducting the actual consultation.
6) “environmental audit”. The consultant invites family members to imagine themselves in a similar situation in 5-10 years and explore their condition.
7) “insurance” of results. This is because clients sometimes need activities to help them gain confidence in learning new behavior patterns. They may receive some homework from the consultant and an invitation to come back for a follow-up consultation some time later to discuss the results.
8) disconnection.

Professional Consulting

is a special type of psychological counseling, the distinctive feature of which is that the client’s problems are in one way or another related to his professional self-determination and career development, professional activity and behavior in the workplace, finding or losing a job.
Professional Consulting is a type of psychological assistance aimed at coordinating the client’s individual professional capabilities and needs with the interests of the organization or labor market, as a result of which the client’s professional self-determination occurs, his professional plan is formed or improved, and productive changes are made to his professional activities and behavior.
Career counseling– this is a special activity of a consultant aimed at assisting the client in solving problems of individual employment, taking into account his characteristics and real situation on the labor market. Career guidance counseling helps solve the following problems of individual employment:
– choice of profession;
– profile definition vocational training;
– employment;
– change of sphere of activity and associated emotional difficulties and problems of social adaptation.
So it should be noted, which by definition career counseling is one of the types professional counseling and has a number of narrow, clearly defined tasks.
In modern conditions, professional counseling Can be done with both adults and children of different ages.
In Russia, historically there have been and four areas of professional consulting work have been implemented to varying degrees:
— informational;
— diagnostic;
— consulting;
- training.
Information direction is traditional in career guidance. Its main task is to develop knowledge about professions, vocational education, the labor market, and the requirements of professions for human qualities. Within this direction, it is believed that it is the lack of knowledge that is the main problem of a person choosing a profession. The leading forms of work are lectures, seminars, individual consultations, and sometimes meetings with representatives various professions, excursions to employment and vocational education institutions, familiarization with workplaces.
Diagnostic direction most popular among psychologists involved in career guidance and selection, psychological assessment of personnel at a certain stage professional activity. Based on the use of psychological tests, questionnaires, questionnaires to assess professional suitability and includes communicating test results to the client, discussing interests, opportunities and recommendations for mastering the professions most appropriate psychological characteristics client.
Consulting direction is relatively new in Russian career guidance and is based on the proposition that knowledge may not be enough for effective professional choice. The client's main problem lies in the difficulties associated with making decisions, which may be due to unfavorable emotional state client, internal motivational conflicts, personality traits or inadequate beliefs. In this case, the consultant is forced to work with the causes of difficulties, such as fears, uncertainty, dependence on loved ones, and excessive demands on oneself.
Training direction also fully meets the requirements of the time and is used by Russian professional consultants. It is based on the use of special, most often group, games and exercises with subsequent discussion of the process and results of their implementation. Active learning methods in career counseling are designed to encourage the client to make choices and to develop problem-solving skills. It is believed that clients may have sufficient knowledge to choose a profession, but be unable to apply it in practice due to ignoring problems and difficulties, unwillingness or inability to set and solve professional problems. Practical implementation of training tasks allows you to increase the activity of clients, their interest, simulate situations that are quite rare in life, and develop behavioral skills in these situations.

General types of counseling:

1. Intimate-personal counseling - psychological or behavioral shortcomings that a person would like to get rid of at all costs, problems associated with his personal relationships with significant people, various fears, failures, psychogenic diseases that do not require medical intervention, deep a person’s dissatisfaction with himself, problems of intimate, for example sexual, relationships.
2. Family counseling - questions family education and relationships between family members (choosing a future spouse, optimal building and regulation of relationships in the family, preventing and resolving conflicts in intra-family relationships, relations of husband or wife with relatives, behavior of spouses at the time of divorce and after it, solving current intra-family problems, distribution of responsibilities between family members, family economics and a number of others).
3. Pedagogical consulting - issues of teaching and raising children, teaching something and improving the pedagogical qualifications of adults, pedagogical leadership, managing children's and adult groups and teams, issues of improving programs, methods and means of teaching.
4. Business consulting - is associated with people solving business problems (issues of choosing a profession, improving and developing a person’s abilities, organizing his work, increasing efficiency, conducting business negotiations, etc.).
5. Expert consulting involves a specific task and a specific way to solve it. During expert consulting, the consultant independently carries out diagnostics, develops solutions and recommendations for their implementation. The client's role is mainly to provide the consultant with access to information and evaluate the results. Consultants work with specific problems and their task is to eliminate these problems.
6. Process consulting - helping the client find his own solution to the problem. At the same time, the role of consultants is mainly to collect these external and internal ideas, evaluate the solutions obtained in the process of working together with the client and bring them into a system of recommendations.
7. Educational consulting, where the consultant not only collects ideas, analyzes solutions, but also prepares the ground for their emergence, providing the client with relevant theoretical and practical information in the form of lectures, seminars, manuals, etc. At the same time, the knowledge that consultants possess is transformed to solve specific problems.

The subject of social and pedagogical consultation is:

in the field of life support: employment, registration of benefits, subsidies, disabilities, financial assistance in crisis situation etc.;

in the field of household organization: provision necessary items furniture and household appliances, apartment renovation, disinfection, instilling hygiene skills, organizing a child’s corner in the apartment, organizing free time, child supervision, etc.;

in the field of family health: diagnosis and treatment of chronic diseases, acute diseases children and adults, healthy lifestyle skills, disease prevention, drug treatment for children, etc.;

in the field of spiritual and moral health: getting rid of alcohol addiction, traditions and foundations of the family, discrepancies in value orientations family members, etc.;

in the field of raising children: solving problems of school maladaptation, diagnosis and correction of deviant behavior, organization of psychological, speech therapy, psychotherapeutic, legal assistance, pedagogical lack of information, inferiority, insolvency, etc.;

in the field of internal and external communications of the family: restoring old or building new positive social connections, assistance in resolving conflicts, harmonizing parent-child and marital relationships.

Forms of counseling: individual, small groups, collective. Individual counseling is the basic, “pure” form of counseling. The main method of work is dialogue between the participants (consultant and counselee). Counseling in small groups is defined by some authors as a form specific to adolescence and characteristic of it (two or three girlfriends come to consult on some common cause or each in their own way, but they only want to “talk” together). The main method of work is conversation. A collective form of counseling is working with a problem through discussion. The main method is group discussion. For example, a group of people faces a certain problem and seeks advice. During the discussion, facts or other information are provided to help you think, restructure your way of thinking, and form a new, holistic, more positive view of the situation.

Preparing for consultation:

1. Selection of premises and equipment for consultations. The equipment of the premises includes providing it with furniture that is comfortable for the client and the consultant. During the consultation, it is necessary to create and maintain an informal atmosphere of communication between the consultant and the client. In addition to furniture, it is advisable to equip the office with the necessary organizational equipment.
2. Equipping the consultation site with the necessary documentation and providing means for its storage, in particular a logbook, a client file and a safe (a safe is also needed to store files with confidential information when using a computer).
3. Acquisition of a minimum of specialized literature for both the consultant and clients (information brochures, stands, periodicals, etc.)

It is desirable that the room for consultations resembles something between an office and a home (work space, apartment, living room).

Stages of the consultation process:

1. Research of problems. At this stage, the consultant establishes contact with the client and achieves mutual trust: it is necessary to listen carefully to the client talking about his difficulties and show maximum sincerity, empathy, and care, without resorting to assessments and manipulation. The client should be encouraged to in-depth consider the problems he has encountered and record his feelings, the content of his statements, and non-verbal behavior.
2. Two-dimensional definition of problems. At this stage, the counselor seeks to accurately characterize the client's problems, identifying both the emotional and cognitive aspects of them. Problems are clarified until the client and consultant reach the same understanding; problems are defined by specific concepts. Exact definition problems allows us to understand their causes, and sometimes indicates ways to resolve them. If difficulties or ambiguities arise when identifying problems, then we need to return to the research stage.
3. Identification of alternatives. At this stage, possible alternatives for solving problems are identified and openly discussed. Using open-ended questions, the consultant encourages the client to name all possible options that he considers appropriate and realistic, helps to put forward additional alternatives, but does not impose his decisions. During the conversation, you can create a written list of options to make them easier to compare. Problem-solving alternatives should be found that the client could use directly.
4. Planning. At this stage, a critical assessment of the selected solution alternatives is carried out. The counselor helps the client figure out which alternatives are appropriate and realistic in terms of previous experience and current willingness to change. Creating a realistic problem-solving plan should also help the client understand that not all problems are solvable. Some problems take too long; others can be solved only partially by reducing their destructive, behavior-disrupting effects. In terms of problem solving, it is necessary to provide by what means and methods the client will check the realism of the chosen solution (role-playing games, “rehearsal” of actions, etc.).
5. Activity. At this stage, a consistent implementation of the problem solving plan occurs. The consultant helps the client build activities taking into account circumstances, time, emotional costs, as well as understanding the possibility of failure in achieving goals. The client must learn that partial failure is not a disaster and should continue to implement a plan to solve the problem, linking all actions with the final goal.
6. Evaluation and feedback. At this stage, the client, together with the consultant, evaluates the level of goal achievement (the degree of problem resolution) and summarizes the results achieved. If necessary, the solution plan can be clarified. When new or deeply hidden problems arise, a return to previous stages is necessary.

This model, which reflects the consultation process, only helps to better understand how specific consultation occurs. Real process counseling is much more extensive and often does not obey this algorithm. The identification of stages is conditional, since in practical work some stages overlap with others, and their interdependence is more complex than in the presented diagram.

Consulting rules:

1. Be able to look your interlocutor in the eyes.

We tend to trust those who do not avoid our gaze. But you need to look into the eyes with interest. During group consultations, by meeting the gaze of one of the listeners, we establish contact and mutual understanding with the entire audience.

2. Be able to listen.

When we truly listen to someone, we make the other person feel valued. By our desire to hear and understand the problems of our interlocutor, we show that we sincerely care about his well-being. Rules for effective listening:

1. Listen to your interlocutor with desire.
2. Be kind.
3. Stop talking yourself.
4. Empathize with your interlocutor.
5. Try not to get distracted.
6. Don't forget: communication requires responsibility.
7. Always answer positively.
8. Don't argue mentally.
9. Remember that everyone has different communication styles.
10. Don't lose your sense of humor.
3. Be able to ask questions.

It is necessary to ask questions that require detailed answers (instead of “Do you like your job?”, it would be better “What do you like most about your job?”). This is how we build normal, trusting relationships.

The client can answer open questions quite freely, he can talk about his experiences and independently direct the conversation (“What...”, “How...”, “Please tell me more about this”). Questions with “why” only seem open. Especially at the beginning of a conversation, they can seem threatening and lead the client to want to run away, as they cause a feeling of impasse.

Closed questions are often perceived as guiding and suggestive and are good not only for obtaining factual information, but also for turning a corner. Too many closed questions make the client passive. In the exploratory phase, open questions are preferred as they will bring the most information. It is important that the social worker can work with both forms.

Brief questions in which, if possible, all those words that can be understood in one way or another from the general context of the conversation are omitted (“So what?”, “Why?”). During asked question may go unnoticed by the client, he may have the feeling that everything he tells about himself arises completely spontaneously, and, therefore, it will be easier for him to speak, and the story will be more frank and detailed.

Questions that provoke a spontaneous response, which consist of only two parts: the first will serve as an indication of some event or action that requires clarification, and the second is simply a question word. For example: “You met her... so what?”, “He doesn’t know that... but why?” etc. Such formulations do not contain anything superfluous, are as specific and clear as possible, and, therefore, can be easily understood by the client. At the same time, the stating part of such a question is ideal, since it is a quotation, an exact repetition of what was said by the client, and the consultant simply adds a question word to the wording already heard in the conversation.

4. Show self-confidence.

Confidence attracts, inspires and stimulates others. People pay more attention to nonverbal signs of confidence than to how and what you say. When entering a room where there are many strangers, head straight to the center, hold yourself confidently, look into the eyes of those present with a smile.

Consulting techniques:

1. Analysis emotional experiences.

In what the client tells about himself and about others, two plans can be roughly distinguished. The first is justifications, explanations, logically constructed details of the story. The second plan is emotions, feelings, experiences associated with the situation and relationships. To help the client understand what is really happening to him, learn to react differently and control himself, it is necessary to turn to the plan of emotional experiences.

Questions will help you learn more about the client’s experiences: “What did you feel when...?”, “How do you really feel about...?” It is not easy to understand and analyze your experiences. There are special techniques for this. .

For example, emphasizing emotionally charged words. In the response that follows, it is also necessary to highlight the most meaningful words and try to get closer to the deep experiences behind them. The client's understanding that the social worker is able to relate to his situation will encourage him to tell more about himself. In addition, through reflection, the social worker can check whether he or she has correctly assessed the client's feelings. The technique of reflecting feelings is difficult; a lot of attention and concentration is required from the social worker in order to recognize feelings among all the signals and name them.

2. Clarifying and deepening formulations

Clarifying questions like: “How did you feel confused?”, and reformulation of what was said: “Did you feel confused, that is, did you have a feeling that you did not understand what was happening?”, and remarks that deepen the feelings expressed by the client: “You are lost the feeling that someone needs you, that someone is really interested in your presence.” The use of such formulations allows you to gradually move the client’s story from the level of more superficial to deeper experiences. It is important that the careful, step-by-step use of such comments allows, without entering into confrontation with the client and without provoking resistance, to more accurately characterize his state and experiences, expand the area of \u200b\u200bwhat he is conscious and understandable and, thus, prepare the ground for corrective action.

Specification is the same clarifying and deepening formulations. The client calls specific examples your feelings, experiences or behavior. Thus, the client can understand his problems.

3. Use of interpretation

Interpretation - interpretation, clarification of the situation, both for oneself and for the client. It accurately expresses what the client is vaguely aware of but does not express. Through it, the client comes to understand something that he did not realize before.

The interpretation should follow directly from what was discussed in detail during the conversation. An interpretation too early may be rejected or misunderstood by the client. Late interpretation is dangerous because when the consultant waits too long for the right moment, tries too hard to understand events and facts, the client becomes bored talking about the same topic, and a feeling of “boringness” arises, the ordinariness of what is happening.

The interpretation should be presented in the most understandable language, close to the client’s language so that he can immediately, without making special efforts, “grab” and understand it.

4. Paraphrasing

The idea of this technique is very simple: the consultant, using the client’s complaint or comments, paraphrases and changes them in such a way that what was negative, a reason for concern and worry, becomes a cause positive emotions, then at least significantly reduce their significance and intensity.

Paraphrases are assumptions with which you can deny or add something, check the correctness of understanding, prove active listening, confirm and sharpen the wording of certain aspects of what was said.

5. Contact with the client during the conversation

Good contact can be established through empathy and non-verbal signals.

Empathy is a temporary identification of oneself with an interlocutor, mutual understanding, influence and other significant relationships between people.

Nonverbal cues

1. EYE CONTACT. The optimal spatial arrangement during a conversation - the consultant and the client sit at an angle, slightly diagonally - is the best way to ensure that they are in each other’s field of vision, but the client has the opportunity to look to the side without deliberately averting his eyes and without imposing himself on the interlocutor.
2. FACIAL EXPRESSION. It is best if you can read benevolent attention on it, which is most suitable for the consulting situation, and feel it on your face.
3. BODY POSITION. When deeply involved in a conversation, the client, without realizing it, begins to mirror the consultant's posture and behavior. The presence of such contact provides enormous opportunities for the consultant, who, if the client is too closed or tense, can try to indirectly influence him by relaxing and taking a more comfortable position. Unconsciously, the interlocutor, to one degree or another, will most likely try to repeat it.
4. VOICE. The consultant's tone of voice should not only be friendly, it should be consistent with what is being said. A muffled voice contributes more to the interlocutor’s feeling of trust and intimacy. When people are more excited, they speak louder and faster. The consultant can somewhat cool the client down by starting to speak more slowly and quietly, which will most likely lead to the latter automatically trying to get along, thus normalizing his psychological state.
5. PAUSES. By observing a pause, the consultant gives the client the opportunity to speak and stimulates a monologue. A pause emphasizes the significance of what was said, the need to comprehend and understand. For a normal pause, 30-40 seconds is enough.
6. SILENCE. Silence can encourage the client to think about what was said, to suppress something. Silence should be short; long mutual silence can confuse the client. Social worker should find out why the client is silent by asking questions: “You have been silent for some time. Why do you think?” The social worker may ask for silence if he thinks the client is reacting too quickly: “You always react too quickly. Couldn’t you think about the question a little?”
6. Ending a conversation

At the beginning of the conversation, you need to agree on its duration, as well as the goal to be achieved. At the end, you can retell the conversation and dwell on the goals and results achieved. The client can make a presentation himself to put the information in order. Some clients only start talking at the end, then it is advisable to end the conversation with an agreement on the next meeting.

Since the personality of the consultant is his instrument of work, its characteristics become important for effective counseling.

Requirements for a consultant

1. Readiness for conscious successful implementation communicative activities- communication, interaction, perception. Communication is the identification and consideration of each other’s subjective attitudes and goals, with the intention of influencing and influencing the behavior of the other. Interaction - choosing the optimal communication strategy and tactics (ability to find necessary forms communication with different people), self-regulation (the ability to consciously manage behavior in different situations communication). Perception is the process of forming an image of another person through his perception and understanding, which helps to choose adequate methods of communication.
2. Developed communication skills, namely:
- - the ability to interpret a personality by its appearance and behavior,
- - a person’s ability to correctly perceive and understand himself,
- - ability to solve information and content aspects of communication,
- - ability to build overall strategy interactions,
- - ability to perceive a communication partner,
- - ability to navigate in a communication situation,
- - ability to use by various means communication,
- - ability to manage one’s behavior,
- - ability to listen and understand the interlocutor.

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Plan

Introduction

1. Types of psychological counseling

Business consulting

Intimate-personal and family counseling

Psychological and pedagogical consultation

Conclusion

Literature

Introduction

Counseling psychology has essentially the same roots as clinical psychology—it has been influenced by the same historical and social forces. This profession arose in response to the people's need for advice, consultation on various issues requiring urgent intervention and urgent solutions. Therefore, in counseling psychology we are faced, first of all, with people and their problems. It is becoming common to contact a psychologist in case of difficulties in the child’s development, family or work conflicts. And this is understandable: in lately The problem of the discrepancy between the capabilities of the human psyche and the pace of life, information loads, and the highly stressful social environment is becoming more and more frequent and acute.

Although counseling psychology is similar to clinical psychology in many ways, it differs in that it emphasizes specific therapeutic theories as well as a relatively healthier clientele. Counseling psychologists can assess and advise individuals or groups regarding their life problems, career plans, relationship problems, choice of place to study, etc. They can work as consultants in institutions related to business, education, mental health and develop programs for their development.

Because they need psychological counseling various people(adults and children) and they seek help for various reasons, psychological counseling can be divided into types depending on individual characteristics clients and the problems for which they seek psychological counseling.

1. Types of psychological counseling

Business consulting

Business consulting is one of the most common types of psychological consulting. It, in turn, has as many varieties as there are different kinds of affairs and activities among people. In general, business consulting is the kind of consulting that involves people solving business problems. This, for example, includes issues of choosing a profession, improving and developing a person’s abilities, organizing his work, increasing efficiency, and conducting business negotiations.

Career counseling began to develop in the United States at the turn of the 19th and 20th centuries as a response to the need for qualified labor force caused by growing industrialization. Frank Parsons is considered the founder of career guidance. In 1908, he organized the Career Guidance Bureau in Boston and at the same time published the book “Choosing a Vocation,” which was soon followed by a second work, “Choosing a Vocation.” Parsons emphasized integral assessment individuals, while helping them understand themselves and make decisions.

As methods develop psychological diagnostics During the First World War, Parsons began to use tests in the field of vocational guidance. For use in education and industry in the years between the world wars, many group and individual tests were developed on intelligence, achievements, abilities, interests, and personality characteristics.

Second world war gave a powerful impetus to the growth of this direction. In 1942, books were published that had a huge impact on the development of psychological counseling. These books are “Counseling and Psychotherapy” by K. Rogers and “The Dynamics of Vocational Guidance” by Donald Super. Rogers emphasized helping the individual realize his or her innate positive potential, and Super viewed vocational guidance as involving the individual in a lifelong process of development rather than as one-time advice. These works amounted to theoretical basis application of psychological knowledge and psychological intervention to solving problems that arise in everyday life.

Once called the “guide to careers,” career counseling has blossomed in recent decades due to advances in assessment theory and practice, and the growing need for the service in an increasingly challenging economy. If early “vocation” tests tried to determine what type of work is suitable for a particular individual depending on his skills and abilities, today’s assessment of professional capabilities includes the study of not only skills, but also the interests of a person. Moreover, its goal is to correlate the individual’s career aspirations with his interests and abilities, as well as to establish the correspondence of his temperament certain types activities.

Career counseling takes modern, evolving approaches to lifelong career planning.

Intimately-personalSingle and family counseling

Counseling in the so-called intimate-personal aspect is a fairly common type and occurs in many people. This type includes counseling on issues that deeply affect a person as an individual and cause him strong feelings, usually carefully hidden from surrounding people. These are, for example, problems such as psychological or behavioral deficiencies that a person would like to get rid of at all costs; problems related to his personal relationships with significant people; various fears, failures, psychogenic diseases that do not require medical intervention and much more. This also includes a person’s deep dissatisfaction with himself, problems of intimate, for example, sexual relationships.

Intimate and personal counseling usually requires a trusting relationship between them that is closed to outsiders and at the same time open to communication between the consultant and the client. Such psychological counseling requires the creation of a special environment, so reminiscent of confession. This type of counseling, by the very nature of the problems it directly concerns, cannot be episodic or short-term. It assumes, firstly, a great psychological pre-tuning of both the psychologist-consultant and the client himself; secondly, a long and usually difficult conversation between the consulting psychologist and the client; thirdly, it is usually enough long period to solve a client's problem. The latter is due to the fact that most problems of an intimate and personal nature are not immediately resolved.

Although counseling psychologists may work with individuals who have some mental disorders, it is assumed that in personality counseling, whether conducted with an individual or with groups, the focus is on current problems and personal growth, adaptation and relationship issues, situational crises and developmental crises of normally functioning people. The purpose of this type of counseling is to help people overcome various life difficulties, prevent the development of serious disorders, improve personal functioning, and increase life satisfaction.

Psychological counselors work with couples (married or not), families and children, helping them overcome difficulties that arise in intimate relationships, including communication problems, facilitating conflict resolution, counseling on issues of parenting, intimacy and mutual trust.

Problems related to family counseling arise in people so often and have their own characteristics that in the current practice of psychological counseling, a special direction has emerged - family counseling.

The main issues related to such consultation can be divided into the following subgroups:

1. The client’s relationship with his future spouse.

2. Relationships between spouses in an already established family.

3. The relationship of the spouses with their own parents and the parents of the other spouse.

4. Relationships between parents and children in the same family.

In each of general cases, corresponding to the identified subgroups of issues, several specific issues can be identified, which, in turn, may include both business and personal relationships between people in the family, as well as relationships between specific individuals in the family.

Family counseling requires a psychologist-consultant to know the essence of family problems, ways to resolve them, preferably from personal experience. family life. It is unlikely that family counseling can be done by people who have not had or do not have a family. Just as it is quite probable, the opposite can also be assumed: a person who has repeatedly tried to create or maintain a family, but failed to do so, can hardly become a good psychologist-consultant on family issues. His personal experience, if it can be useful to other people in some way, is most likely in a negative way.

At the same time, it should be noted that in this and other similar cases, one’s own experience is necessary in order to become a good psychological consultant. A person who has negative life experience in family relationships could well tell other people about what should be avoided in family life, but not about what needs to be done to save the family and improve intra-family relationships.

However, there may probably be exceptions to this rule. In psychological practice, there are many cases where psychologists-consultants on family issues - and not bad ones - became people who themselves had repeatedly suffered failures in family life.

Psychological and pedagogical consultation

Psychological and pedagogical counseling can include the consultant’s discussion with the client of issues of teaching and raising children, teaching something and improving the pedagogical qualifications of adults, pedagogical leadership, management of children’s and adult groups and teams. Psychological and pedagogical consulting includes issues of improving programs, methods and teaching aids, psychological justification of pedagogical innovations and a number of others.

In the practice of psychological counseling, the most common variants of problems related to the relationship between parents and children. Very often, in a young family, spouses who have become mothers and fathers face difficulties in establishing normal relationships with children aged two to three years. These difficulties, in particular, can manifest themselves in the fact that the child is overly active or, on the contrary, unusually passive, empathetic, and indifferent to everything. Both extremes can naturally cause anxiety in parents.

Problems may arise between parents and younger children school age(studies poorly, behaves poorly in class, relationships with classmates do not develop, etc.).

Parents of teenage children especially often turn to a psychologist for advice. They may experience the following problems:

Often conflicts arise between a teenager and parents for a variety of reasons;

Teenagers behave defiantly, do not fulfill their responsibilities at home, and do not comply with parental demands;

Parents feel that the teenager is hiding something from them and often spends time outside the home; avoids communication with parents;

From the parents' point of view, the teenager is not interested in anything serious and does not want to engage in his development.

Older children can also cause problems. According to their parents, they are friends with the wrong peers and want to go to the wrong university. Interpersonal problems in case of remarriage of parents and divorces, the presence of children from another marriage in the new marriage of one of the parents, etc.

Psychological and pedagogical counseling requires the consultant to have teacher education and experience in training and educating people. For example, former teachers and educators with experience usually become good psychologist-consultants. pedagogical work and appropriate education.

Conclusion

Most often, people who turn to a consulting psychologist are those who represent the so-called middle stratum of the population and who, due to their condition, physical health in the zone increased risk. A high-risk zone refers to life situations in which people find themselves in need of support, advice, and assistance. There are a huge number of reasons for turning to psychologists: from personal problems to problems in relationships at work and in the family. Therefore, psychological counseling can be divided into individual species, within which they can be repeatedly divided into different subspecies.

In psychological counseling, it is customary to distinguish the following main types: intimate-personal psychological counseling; family counseling; psychological and pedagogical consultation; business consulting.

For effective psychological counseling, a psychologist consultant must have special education, appropriate professional and psychological training, and use accumulated experience in a specific type of counseling.

Literature

1. Abramova G.S. Workshop on psychological counseling. - Ekaterinburg: Business book, 1995.- 235 p.

2. Aleshina Yu.E. Individual and family psychological counseling. - M.: “ Social health", 1994. - 189 p.

3. Nemov R.S. Psychological consultation. - M.: VLADOS, 2001.-528 p.

4. Todd J., Bogart A. Fundamentals of clinical and counseling psychology. - M.: Eksmo, 2001.- 768 p.

5. Khukhlaeva O.V. Fundamentals of psychological counseling and psychological correction. - M.: Academy, 2001.- 208 p.