Additional
- Theory of transition economy: Textbook / Ed. I.P. Nikolaeva. - M.: UNITY-DANA, 2001. - Ch. 9, 12-13, 15-16, 20.
- Economics: Textbook / Ed. A.S. Bulatova. - M.
- Geiger L.T. Macroeconomic theory and transition economics / Transl. from English General ed.. V.A. Isaeva. - M.: Infra-M, 1996. - Ch. 13, 15.
- Course in transition economics: Textbook / Ed. L.I. Abalkina. - M.: Finstatinform, 1997. - Ch. 5.1. - 5.2, 5.7, 7.1 - 7.2.
- Kolodko G.V. From shock to therapy. Political economy of post-socialist transformations // M.: Expert, 2000. - Ch. 6-8.
TO THE BEGINNING OF THE TOPIC
CLOSING CONVERSATION
CHAPTER 1
1.1. OBJECTIVES AND ORGANIZATION OF THE CLOSING CONVERSATION
The final conversation is the main stage of counseling. During it, the psychologist answers questions posed by the client, gives advice, and expresses his assessment of the situation. Sometimes at this stage a conversation with the child is also carried out. In some cases, it is useful to use express correction methods, showing certain techniques correctional work parents or teacher.
It is most convenient to begin the final conversation with the client with a description of the “psychological portrait” of the child obtained as a result of examination, observations, analysis of complaints and anamnesis. A novice consultant can be advised to first analyze the results, and then talk with the client. For a more experienced specialist who is not afraid to “reveal his cards” to the client, the presence of an adult who has asked for help will not only not hinder the analysis of the results, but, on the contrary, will allow it to be carried out more effectively (of course, the presence of a child is unacceptable).
At this stage of counseling, active work with the client’s consciousness is appropriate, during which the psychologist popularly explains to him the results of his actions. If the client does not share the consultant’s point of view, then it is pointless to move on to the next stage - specific recommendations for training and raising the child. They will not be accepted, much less implemented. A psychologist cannot, like a plumber, say: “I explained to you the cause of the problem, but whether you believe me or not is up to you.” The task of a psychologist is not limited to identifying the causes leading to difficulties and formulating recommendations. Counseling always includes an element of psychotherapy. It can be considered successful only when the psychologist manages to find mutual language with the client and encourage him to take the measures necessary to solve existing problems.
Rejection of the psychologist's point of view on the problem manifests itself not only in direct dispute. Very often, an adult, after listening to a consultant, begins to immediately interpret his words, giving explanations for the named reasons for the child’s troubles - for example, he can refer to the influence of genes: “He’s just like his father...” (and, they say, there’s no point in fighting this). Behind this behavior of an adult there is usually an attempt to escape from the real problem, exposed by the psychologist, to relieve oneself of responsibility, shifting the blame for past and future failures to some anonymous person (genes, birth trauma, bad kindergarten).
It would seem that such behavior is devoid of logic: after all, the client himself asked for help. However, the real motives for conversion are often completely different. It happens that a person seeks in this way to demonstrate his conscientiousness (“Look how I am good mother: as soon as my daughter had difficulties, I immediately took her to a psychologist”). Sometimes parents turn to a consultant at the insistence of other family members (for example, grandmothers) or school teachers, but they themselves do not consider it necessary. A teacher can turn to a school psychologist “for the record” in order to relieve himself of responsibility for the fact that the child does not understand his explanations. The main task of the consultant in such cases is to try to bring the adult back to the awareness of the need to solve the problem: “If the reasons for your child’s anxiety lie in the distant past, then now they no longer apply. Therefore, today we practically do not care where anxiety comes from - from nature or from upbringing. Now the main thing for your son is to get rid of his anxiety, not to let it grow” (of course, this is said if the primary source of anxiety is no longer active). In this way, the consultant can actively, but rather gently, deflect any unproductive interpretations of his words.
Often the client demonstrates complete agreement with the consultant, hastens to remark: “Yes, yes, I always thought so too,” or admire: “Oh, how right you are!” In these cases, it is useful to check how well he understood what was told to him. An overly active demonstration of agreement very often hides a lack of understanding of the true meaning of the psychologist’s findings and conclusions.
When talking with a client, it is advisable to avoid scientific terms. The conversation should be scientific in content, not in form. If the consultant considers it important to introduce the client to any concepts, then their meaning should immediately be explained in detail. It is useful to find out in advance the client’s profession and the range of his interests: then it will be clearer how popular the psychologist’s language should be.
The consultant must be prepared for the fact that in the final conversation complaints may appear that were not stated by the client in the initial conversation. For example, when making an initial complaint about a child’s poor academic performance, parents and teachers often do not note any other difficulties: poor academic performance overshadows everything else for them. Only in the final conversation, when the consultant describes the psychological characteristics of the child, other problems emerge (communication disorders, emotional distress, etc.). It may turn out that the material collected as a result of a psychological examination is not enough to answer the client’s newly emerging questions. In this case, a follow-up appointment should be scheduled and additional examination should be performed.
CLOSING TALK 5 differences in mental development, or behavior adjustments the child (and more often - the behavior of adults towards the child). Recommendations can be given in the same conversation that began with the analysis of the child’s psychological characteristics, or they can be postponed until the next meeting. In any case, the counselor must first make sure that the client accepts his point of view about the child's problems. Evidence of such acceptance can be episodes from the life of a child, which are cited by adults as if to confirm the words of the psychologist. “Pedagogical epiphanies” are possible, such as: “Now, after your explanation, I suddenly understood why...” (and then follows a story about some problems that were not included in the primary complaint, but have now received clarification). All this indicates acceptance of the consultant’s point of view, i.e., that the adult saw the picture of trouble in a new way - through the eyes of a psychologist. Consequently, he is internally ready to change something in his life, which he was able to look at from the outside.
As already mentioned, without combining the points of view of the psychologist and the client, the consultation cannot be effective. However, the psychologist is not right in all cases. Sometimes not the parents, but he himself, under the influence of convincing arguments, changes his initial hypothesis. One way or another, it is necessary to achieve a coincidence of positions on key issues.
It happens that difficulties in combining positions are caused by misunderstandings. In these cases, the psychologist must formulate his point of view in other words, show that, in essence, the conversation is about the same thing, but in different languages (in this case, he acts as a “translator”). In your story, you should be sure to use the exact wording of the initial complaints, emphasizing that the conclusion takes into account everything that the client said. And only when the adult who has asked for help is convinced that his life problem is correctly understood and presented without distortion in a scientific interpretation, the consultant can general view formulate steps that will help overcome identified difficulties.
It is best if the client himself outlines specific ways to implement the general “psychological recipe,” naturally, with the help of leading questions and tips from a consultant who assesses the degree of realism of the parents’ or teacher’s pedagogical plans. Psychological recommendations will be more productive the more the client participates in their development. Firstly, only he himself can decide what he is actually ready to do and what he is not ready to do. Secondly, a person’s feeling that he himself has found a way out of his own difficulties will sharply increase the motivation to carry out corrective plans.
1.2. ACCOUNTING LIFE CIRCUMSTANCES
The following sections provide general, schematic recommendations for correcting the behavior and development of children with certain psychological characteristics. When working with a client, these schemes must be extremely specific, the techniques for their implementation must be tied to certain living conditions of the family (class). When giving advice, the consultant must take into account the specific life circumstances and value orientations of the family. The point is not that circumstances of this kind should be perceived by him as absolute boundaries, beyond which it is impossible to go beyond. Both living conditions and parental values are, of course, subject to discussion, but in any case they must be understood and taken into account. Let's look at a few examples.
Suppose a child needs remedial classes. When recommending a way to organize them, it is useful to find out what the financial situation of the family is and whether it allows the child to hire a private teacher. At the same time, one should not always consider the financial situation as an absolute given. Sometimes it makes sense to talk about the possibilities of redistribution family budget. If you are considering the possibility of parents conducting classes themselves, then you need to make sure that their general cultural level (not necessarily the same as their educational level) is sufficient for this and that they can allocate enough time for classes. In any case, it is useful to tell parents where they should make inquiries about government or public organizations that could provide assistance in conducting classes.
The question of how busy parents are and how much time they can and are willing to devote to communicating with their child arises in many other cases. Let's say the consultant discovered a clear lack of communication between the boy and his father. At the same time, he will construct a conversation with parents in different ways, explaining in different ways the lack of time for family communication. If the father, in his own words, devotes all his time to work “to provide the child with everything he needs,” then the solution will be one, but if the son is of little interest to him at all, it will be another. In the first case, you will probably have to dwell on the question of what exactly is most necessary for the child and what is actually more important for him: getting the new sneakers that he demands, or spending part of the holidays with dad on a hike. In the second case, such a question is hardly appropriate. Here it is more useful for the consultant, when choosing justification for his recommendations, to specifically focus on the difficulties that may arise in the future as a result of neglecting the emotional needs of the son.
Let's give another example. Suppose a child benefits from visual arts for self-realization. When reporting this, you must immediately find out what clubs there are in the area where the family lives. It is very likely that neither the consultant nor the parents know this, then it is necessary to advise the parents to collect the relevant information and suggest how to do this. Another question related to visiting clubs and sections is the question of whether someone can accompany the child there. If it turns out that there is no corresponding club nearby or that for some reason it is not possible to ensure that the child attends it, then you will have to think about how to create conditions for drawing classes at home.
It often happens that in order to accept the right decision it is necessary to understand how parents perceive possible options future for your child. Do they think it’s normal for him to go to work after finishing school, or do they see him getting a job as the only acceptable option? higher education? To what extent did they manage to instill their attitudes in the child himself?
If a child has disrupted contacts with peers, then you need to find out whether his classmates live nearby, whether there are children of his age with friends of the parents. The question of circles existing nearby, already touched upon above, also arises in this case, but in a more general form. Due to communication problems, it is not particularly important for us what the general direction of the circle will be - whether it will be an art studio, a photo club or a sports section.
When faced with the need to change the style of communication with a child in a family, it is necessary to find out in detail which family members participate to what extent in his upbringing. For example, if the adult who spends the most time with the child is the grandmother, then you need to be prepared for the fact that it will be very difficult to achieve the desired changes. Rigidity increases with age, and it is difficult for an elderly person to change his usual style of behavior, even if he well understands the need for such a change.
candidate psychological sciences, associate professor, rector of the Institute of Counseling Psychology and Consulting (FPK Online Institute), president of the Federation of Online Consulting Psychologists, supervisor of the Moscow Service for Psychological Assistance to the Population, author of the manuals “Introduction to Psychological Counseling”, “ Psychological counseling: working with crisis and problem situations”, “Psychological counseling and psychotherapy on the Internet”, member of the International Society of Mental Health Online (ISMHO, USA), Member of the Society for Person-Centered Approach.
Moscow, Russia.
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