Organization of psychological and pedagogical counseling. Psychological and pedagogical counseling in the activities of a teacher-psychologist. The goals of psychological and pedagogical counseling. Family education counseling

Psychological and pedagogical counseling can include a discussion by a consultant with a client of the issues of teaching and raising children, learning something and improving the pedagogical qualifications of adults, pedagogical guidance, managing children's and adult groups and teams. Psychological and pedagogical counseling includes the issues of improving programs, methods and teaching aids, the 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. Problems may arise between parents and children school age.

Especially parents of children turn to a psychologist for advice. adolescence. They may experience the following problems:

Conflicts that often arise between a teenager and parents on a variety of occasions;

Adolescents behave provocatively, do not fulfill their duties at home, do not fulfill parental requirements; - it seems to parents that the teenager is hiding something from them, often spends time outside the home; avoids communication with parents; - a teenager is not interested in anything serious, from the point of view of his parents, and does not want to engage in his development.

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

Psychological and pedagogical counseling implies that the consultant has teacher education and experience in teaching and educating people. Good psychologists-consultants usually become, for example, former teachers and educators with experience pedagogical work and related education.

19. Interview as the main method of counseling psychology
An interview is a way of obtaining socio-psychological information through an oral survey. There are two types of interview: free(not regulated by the topic and form of the conversation) and standardized(in form close to the questionnaire with pre-given questions). The boundaries between these types of interviews are flexible and depend on the complexity of the problem, the purpose and stage of the study.
It is essential for the interview that the subject of interaction, which determines the relationship between the client and the psychologist, will be the client's inner world. The interview process is aimed at changing the client's attitude to his inner world in the discussion of various topics - making it more dynamic.
The topic of the interview is set by the client in a specific, strictly individual life context. Restoring the context of the appearance of the topic distinguishes the interview from other methods of psychological assistance in that not only objective data about the context, but the client’s attitude towards them, his role in this context are an important part of the stated topic. .
The psychologist must constantly monitor his own personal projections on the content of the topic during the interview. These are situations when, in interaction with the client during the interview, the psychologist solves his personal problems through projection, transference, sublimation and other options for the defense mechanisms of his personality and is not aware of them (see .examples in assignments for independent work).
Five step model of the interview process
The interview involves influencing the client with the help of questions and special tasks:
revealing the current and potential opportunities of the client. Questions are the main way the psychologist influences the client during the interview.
First stage of the interview structuring, achieving mutual understanding, or as it is often labeled - "Hello!".
The psychologist structures the situation, determining what will be the topic of his interaction with the client. It gives the client information about his capabilities. At the same time, the psychologist solves the problems of establishing contact. Specific options for solving these problems depend on the individual and cultural characteristics of the client.
The client at this stage of the interview solves the problem of achieving psychological comfort.
This stage of the interview ends when the correspondence between the psychologist and the client is reached, which can be expressed by them approximately in the following formulation: “I feel him, understand him” (psychologist), “They listen to me, I trust this person” (client).
Second stage of the interview it usually begins with collecting information about the context of the topic: the problem is highlighted; the issue of identifying the potential of the client is resolved. Marking this stage of the interview: "What's the problem?"
The psychologist solves the following questions: why did the client come? How does he see his problem? What are its possibilities in solving this problem? On the material of the stated topic, the psychologist understands the positive possibilities of the client in solving the problem.
When the client's goals are clearly understood, the psychologist returns to the definition of the topic.
After that it starts the third stage of the interview, which can be denoted as the desired result. Marking this stage of the interview - “What do you want to achieve? »
The psychologist helps the client to define his ideal, to decide what he wants to be. There is also discussion about what will happen when the desired result is achieved.
Some clients start from this stage. If the client's goals are already clear to the psychologist, then recommendations should be given immediately.
Fourth stage of the interview represents the production alternative solutions. The marking of this stage is "What else can we do about this?"
The psychologist and the client work with different options for solving the problem. The psychologist and client explore the client's personal dynamics. This stage can be lengthy.
The psychologist must take into account that the right decision for him may be wrong for the client, at the same time, for some clients, clear directive recommendations are needed.
The fifth stage of the interview is a generalization of the previous stages, the transition from learning to action. The marking of this stage is "Will you do it?". The psychologist makes efforts to change the thoughts, actions and feelings of clients in their Everyday life outside the interview situation.

Along with education (increasing psychological literacy), the assimilation and enhancement of knowledge about the psychology of the family can also occur in the process of psychological consultations. Nevertheless, despite the substantial proximity of these methods of psychological assistance, psychological and pedagogical counseling has its own specific features.

Essence psychological and pedagogical counseling is to develop special recommendations for changing certain adverse psychological, pedagogical and other factors that impede the functioning of the family or the normal adaptation of its members, especially when the family moves from one stage of its development to another.

Main tasks psychological and pedagogical counseling are:

individual and group consultations of persons who have applied to a family profile social worker with the aim of positively solving complex life problems, acquiring psychological and pedagogical knowledge or resolving life difficult situations;

Identification of families with increased tension in interpersonal relationships and conducting consulting work with them;

Assistance to parents (spouses) in identifying their psychogenic deviations, other causes of disorganized behavior and choosing an adequate standard of action in an educational situation;

· training of those applying to the consultation methods of control and self-regulation of the psycho-emotional state;

· development of a system of indicators for evaluating the effectiveness of psychological and pedagogical assistance to the family;

prevention of secondary psychological complications in persons with symptoms of somatic or neuropsychiatric diseases;

work among young and especially resettled families on the problems of adaptation to a new place of residence, etc.

Counseling differs from teaching by focusing on the problem. In counseling, more attention is paid not so much to the knowledge communicated by the consultant to the client during consultation meetings, but to the special relationship between the social worker and the client to find the best ways to implement them. Such communication gives rise to additional opportunities for the client to independently overcome their psychological and pedagogical difficulties. In turn, counseling differs from psychotherapy in its rejection of the concept of illness and focus on the situation and personal resources of the client.

Theoretical basis The development of this representation in a specialist is social, clinical, differential, pedagogical, developmental psychology, personality psychology and testology, social pedagogy, pedagogical anthropology of the family, etc. The choice of grounds for a particular model of counseling is often associated with a more general theoretical orientation (psychoanalytic, Adlerian, person-centered, behavioral, cognitive, and others) used in the practice of family counseling.

The main models-paradigms of effective counseling include:

1) life skills training;

2) training of human relationships and communication skills;

3) training in problem solving and decision making;

4) maintenance training healthy lifestyle life (“way of thinking”, “way of communication”);

5) orientation and development of abilities;

6) assistance in the formation of self-identity and personal development.

For the organization of psychological and pedagogical counseling, models are specified and adapted to relevant life situations that cause mental maladaptation and developmental disorders.

The problems that have most influenced the specification of counseling models in recent years have been alcoholism, drug addiction, child abuse, difficulties in raising and educating children, uncertainty in life, and others.

Counseling for various categories of families, groups of families covers a wide range of mental states family, its individual members, caused by the specific conditions of their life and manifested in the range from the conviction of the correctness of their position to complete self-doubt, confusion.

Between parents and children of primary school age, the following variants of problems may arise that require psychological counseling.

Option 1. Parents whose child has already started in the first grade of school are worried that he is not studying well.

Option 2. Parents whose child is studying in primary school, suddenly faced with a problem, the essence of which is that for some reason their child does not develop normal relationships with other children.

Option 3: Parents with a child already in elementary school are worried that the child does not have good relationships with teachers.

Let's consider each of these cases in turn.

Case 1. In this particular case - with a poor start to the child's schooling - it is necessary to find out the reason for this. As a rule, there are several reasons for a child’s poor start at school, and depending on what they really are, parents need to be given various practical recommendations.

Possible reasons for a child's failure in primary school may be, firstly, the child's lack of interest in learning in general. Secondly, the poor development of his basic cognitive processes: concentration of attention, memorization, mental, speech. Thirdly, the child’s insufficient development of any important personal qualities: business, strong-willed, communicative. Fourthly, the wrong method of preparing the child for schooling. Fifthly, from a psychological and pedagogical point of view, the style of treatment of parents with a child is incorrect.

Let's consider each of these reasons separately, including its possible negative impact on the child's learning process.

A child can start studying badly at school from the moment he enters school because he has poorly developed, for example, voluntary attention and voluntary memory, as well as verbal-logical thinking, i.e. just those higher psychological functions on which the conscious and full development of the school curriculum depends.

In this case, the parents of the child can be recommended to work with the child themselves or with the help of a specialist psychologist for several months in order to develop the appropriate cognitive functions in him to the desired level. By the way, there is a rich psychological literature on this subject. Some of the useful primary sources are listed at the end of the book in the list of further reading, and they can be recommended to the interested reader.

If a child lacks strong-willed, businesslike, communicative qualities, then he will not be able to overcome the difficulties that naturally arise in any fairly complex business, including teaching.

In this case, it will be necessary to urgently deal with the development of the corresponding personal qualities in the child, and it is best to do this not in the process of learning, but in some other activities that also develop his personal qualities, but are more interesting, attractive to the child than in itself. own teaching. It can be, for example, a game or an exciting job. Having formed in other types of activity, these qualities will then be transferred and begin to manifest themselves in the teaching.

Improper treatment of a child in the family, as a reason for his lagging behind in learning in the primary grades of school, may manifest itself in the fact that already in preschool age parents begin to make excessively high demands on the child that do not quite correspond to his age capabilities and the achieved level of psychological development. Often parents do this when the child has not yet rebuilt and has not had time to adapt to the new, changed conditions of his life.

In this case, the child may lose all desire to learn, and it will be replaced by a psychological defensive reaction. There will be a persistent negative attitude of the child to learning and then to the school as a whole. The troubles that have arisen in the child are associated precisely with the teaching, and he will resist it in every possible way.

Parents, having discovered the child's lack of interest in learning, should pay more attention to the efforts and successes of the child and for some time not notice his mistakes and failures.

The opposite practice of treating a child by parents is also considered pedagogically incorrect, when at the very beginning of their studies they continue to treat him in the same way as before, without making any new demands on the child. Then the child himself may begin to consider learning as an entertaining game and, as a result, take it not seriously enough. Both extremes should be avoided, and it is about this, first of all, that the psychologist should talk with the parents of the child in the case under discussion.

Case 2. The most common reason for unwillingness to learn is the child's awareness of the necessary communicative qualities of the individual, which would allow him to establish normal relationships with other children. Most often this happens to the only children in the family who did not attend school before entering school. preschool institutions type kindergarten. This often happens with spoiled children who have been at home for a long time in a privileged position: for example, they were forgiven and indulged in everything. Finding themselves in an unaccustomed social environment, among other children who have equal rights with them, having lost many of their advantages, such children begin to spontaneously protest against this, provoking conflicts and setting the children around them against themselves.

In this case, the counseling psychologist could, talking with the client, firstly, find out when, under what conditions, in what environment the child most often has problems communicating with other children, and ask the client to carefully observe his child in these situations. conditions. Secondly, it is necessary to determine the position that the child himself takes in conflicts with other children, and help parents to realize and correctly evaluate this position. Thirdly, it is necessary to establish exactly how the parents of the child themselves relate to all this, and help them to realize this attitude. Finally, fourthly, it is important to clarify how this child is actually treated by all other children with whom he communicates.

Most likely (and further the psychologist will need to convince the parents of this) other children will be more right in conflicts, and not theirs. own child. If the psychologist fails to convince the parents of this, then it will hardly be possible to count on a significant change in better side the situation that has arisen, since in it a lot depends on the correct position of the child's parents.

Taking into account the clarified life circumstances, the psychologist can give concrete recommendations to the parents of the child on how to practically change his behavior so that the attitude of other children towards him will improve.

Another probable reason for the emergence of such a conflict may be any negative character traits of the child that are unacceptable in communicating with people. Then it will be necessary to take urgent measures aimed at re-educating the child.

The point may also lie in the shortcomings not of the child himself, but of those children with whom he communicates. This case is relatively rarer in life than the first, and can be identified by how many children treat this child badly. If everyone without exception or the majority treats him badly, then the point is most likely in the shortcomings of the psychology or behavior of the child himself. If far from all children, but only some of them, treat him badly, then, apparently, the child himself does not bear full responsibility for bad relationships with his peers.

Finally, the reason for the poor relationship of children may not be in themselves, but in the behavior of adults - parents or teachers, who, with their ill-considered actions, prevent the establishment of normal relationships between children. This can happen, for example, when adults unreasonably single out and punish some children, while at the same time not noticing and forgiving other children for similar or even more serious offenses. For example, this can happen when teachers give some children overestimated and others underestimated.

In life, these causes can act together, and the task of the counseling psychologist is to identify them and give the client recommendations for their elimination.

Case 3. The relationship of a child with teachers in primary school may not develop for the reasons indicated in the previous paragraph, and also due to the fact that this child is non-standard, does not fully meet the general, familiar requirements for children at school. As a result, he can claim increased attention to himself and, with his non-standard behavior, cause many additional difficulties for teachers.

So-called non-standard children can be a variety of children: normally developing, and gifted, and lagging behind other children in their development. But most often, gifted and lagging behind children are still non-standard.

The non-standard nature of a child can, in particular, be manifested in the features of his activity (for example, work with his left hand), in the specifics of his cognitive processes (a child can think, perceive, remember and reproduce material differently than other children do), the child has special properties of temperament, interests or character traits, and, finally, in the unusual style of communication of the child with other people: teachers, parents, peers.

A non-standard child is not at all necessarily one whose deviation from the norm should be considered an anomaly, i.e. as a negative thing. But at the same time, a non-standard child is always a child who demands special attention from both parents and teachers. A non-standard child almost always has difficulty communicating with other children. Not all teachers like to deal with non-standard children, because due to the unusual nature of the child, communication with him creates additional problems.

The fact that the non-standard child is not always a negative quality for his development, the psychologist will have to explain, first of all, to the parents who applied for a consultation. Then it will be necessary to conduct a comprehensive psychological examination of the child in order to find out what his non-standard actually consists of, what is positive and negative in this non-standard, what needs to be preserved and what it is desirable to get rid of.

As a rule, during the examination it is found that not everything in the child that causes anxiety of parents or teachers should be changed. Quite often, for example, a teacher who complains to a psychologist about the excessive activity or unusual way of thinking of the child is mistaken in the value assessment of the child's non-standard. This is precisely what often turns out to be a virtue of the child, contributing to his psychological development, if this child is not inferior to other children in everything else. In this case, it is better to change the position of the teacher, and not the psychology of the child.

Consultation– psychological help in psychological problem person.

Psychological consultation happens:

On the topics of treatment (intimate-personal counseling, confidentiality).

Family counseling (problems related to the family).

Psychological and pedagogical counseling (problems of training, upbringing, education).

A distinction is also made between business and organizational consulting.

In psychological and pedagogical counseling, it is important to understand whose problem we are solving (student, teacher or parents). More often than not, it is important to understand the problem of poor learning. The main reasons for poor learning are:

- Learning motivation.

Typically, learning motivation exists at the time of admission to school. But more often than not, unjustified expectations of the child gradually reduce motivation. So that it does not fade away, it is important that there is an opportunity to communicate with peers, a teacher. Need unusual shapes classes, teacher involvement. It is important to tell children the scope of knowledge. It is necessary to celebrate what you have learned and how you have expanded your capabilities. It is also important to convey to the student that education gives a social level and a place in society.

- Capabilities.

The second problem is poor learning. It happens on a verbal, non-verbal and verbal level. Often it is not a matter of intellectual lag, it is necessary to pass testing. This is assessed by a specialist, not a psychologist and a teacher.

Otherwise, a correctional school is needed, where special training is provided according to individual methods. Here the field of counseling is related to the individual abilities of the child.

- Cognitive styles.

Cognitive styles or styles of cognition. They are individual, produced spontaneously. Often they are facilitated by the style of the teacher, or changing teachers from different styles and the teacher does not see his influence, or does not accept other styles. It is important to give information to children in different styles.

Impulsivity - reflexivity (impulsivity quickly puts forward a hypothesis, reflex thinks and checks for a long time)

Analytical (sequentially from individual parts to the whole)

Synthetic (opposite)

Verbal logical (formulations)

Figurative (thinking, representation)

- Problem solving family education

- Consulting on the problems of upbringing in education(student-teacher relationship styles, the most effective democratic style)

- Interpersonal conflict

Formula 4S+F. Important question what can you change in this situation? Attitude to the situation, attitude to the person, change yourself, find a way out, analyze the type of conflict. It is important to translate the conflict into a constructive form and improve relationships between people.

- Internal conflict.

Internal conflict with yourself. Inconsistency with yourself. There are constructive and non-constructive ways out of internal conflicts.

Decision tree (6 roles inner voice). Victim of the situation, The role of the observer, Protector, Conscience, Creativity, Expert.

The goals of psychological and pedagogical counseling:

Emotional support and attention to the client's experiences (the client is the customer of psychological support)

Expanding consciousness and increasing psychological competence. That is, it is important to see your problem more broadly and increase self-awareness.

Changing the client's attitude towards the problem. Various options are discussed during the course.

Increasing stress and crisis tolerance. Help not to worry so sharply and help a person get out of the crisis. Working with your own emotions.

Development of a realistic and pluralistic worldview (acceptance of one's own and others' worldviews, this helps us to coexist with loved ones).

· Increasing responsibility and development of the client's readiness for creative development (life) of the world.

Important! We cannot do something for a person and give him advice, we work together and the person himself makes a decision to act.

2. Interpersonal relationships: essence, components, content. Development of interpersonal relationships.

Interpersonal relationships – these are subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activity and communication.

Relationships arise and develop on the basis of certain emotions (feelings) that people have in relation to each other.

The main types or levels of emotional manifestations of personality: affects, emotions and feelings .

The "set" of feelings can be reduced to two large groups:

- conjunctival- feelings that bring people together. In each case of this kind of relationship, the other side acts as a desired object, in relation to which a readiness for cooperation, joint actions, etc. is demonstrated.

- disjunctive- feelings that separate people, when the other side appears as unacceptable, maybe even as a frustrating object, in relation to which there is no desire for cooperation, etc.

The process of establishing and developing interpersonal relationships includes: interpersonal perception, interpersonal compatibility and interpersonal conflict .

Interpersonal Compatibility It is considered mainly as a dyadic phenomenon and implies that people meet the needs and behavioral manifestations of each other. With regard to the professional group, it is necessary to talk about compatibility in the field professional activity and compatibility in the field of communication.

Communication can be realized both in the labor process and outside it, which means it is legitimate to talk about two aspects of compatibility in interpersonal communication: compatibility in communication corresponding to professional activity, and compatibility in independent (free) communication.

The process of developing interpersonal relationships includes dynamics, mechanism of regulation of interpersonal relations and conditions their development.

The dynamics of the development of interpersonal relations takes place in several stages: acquaintance, friendship, comradeship and friendship.

Acquaintances are carried out in any conditions (joint work, common hobbies, a chance meeting, etc.). Friendly relations form readiness for the further development of interpersonal relations. In the formation of comradely relations, there is a rapprochement of views and support for each other. Friendly relations have a common subject content (common interests, common goals in various types activities, etc.).

The mechanism for the development of interpersonal relationships is empathy- the response of one person to the experiences of another.

The conditions for the development of interpersonal relationships significantly affect their dynamics and forms of manifestation.

Introduction

Occurring in Lately political transformations, changes in the socio-economic life of the state and society, undoubtedly affect family relationships and, in particular, the relationship of parents to children. In conditions when the majority of families are concerned about solving the problems of economic and sometimes physical survival, the tendency of self-withdrawal of many parents from solving the issues of upbringing and personal development of the child has intensified. Parents, not possessing sufficient knowledge of age and individual features development of the child, sometimes carry out education blindly, intuitively. At the same time, in the FGT, the conditions for the implementation of the main general educational program preschool education it is indicated that the requirements for psychological and pedagogical support are aimed at “building interaction with the families of pupils in order to ensure the full development of each child, creating equal conditions for the education of preschool children, regardless of material wealth family, place of residence, linguistic and cultural environment, ethnicity”.

These two documents reflect the cooperation between the kindergarten and the family. At preschool age, the overcoming of unfavorable mental syndromes is achieved mainly due to the restructuring of the relationship of the child with parents and caregivers, and here the need for the timely assistance of a psychologist, in his professionally competent and tactful intervention in the emerging situation, in the process of forming relationships in the family, in the process of becoming child's personality. Parents, as a rule, do not pay enough attention to the psychological health of children, this is due to the fact that incorrect educational attitudes and ideas are often common among parents: underestimation of the importance of personal forms of communication and gaming activity in the development of the child, the ideals of "unquestioning" obedience, an authoritarian attitude towards children, fears of the hereditary transmission of unwanted personality traits of relatives, etc., as well as the low level of psychological and pedagogical culture of parents, the lack of the necessary minimum specialists in the problems of education and development of the child.

Therefore, the question of organizing psychological and pedagogical counseling for parents of pupils of preschool educational institutions is particularly acute.

The problems associated with the early aspects of a child’s development, with counseling parents in a preschool educational institution, especially individual counseling, are little covered and there is not enough research on this issue. On the one hand, individual counseling in kindergarten, as one of the forms of work of a teacher-psychologist, involves active interaction with adults in direct contact with the child. On the other hand, parents are often afraid to go to a kindergarten psychologist, fearing to hear that “something is wrong” with their child, they consider it unnecessary and inappropriate, and besides, parents are not motivated for long-term work.

The specificity of psychological and pedagogical counseling in education.

main feature counseling in child psychology is that the psychologist focuses simultaneously on two subjects - the child and the adult (parent, teacher). Actually, the process of counseling itself is, as it were, divided into two components - in relation to adults and the child. The specificity of child counseling is that the customer may be a specialist of another profession, or a parent, but he is not a child, in connection with this, a different vision of advisory tasks arises. The main goal of a psychologist working with parents is to achieve the deepest and most objective understanding of the child. The tactics of working with parents involves: a detailed discussion of the specific results obtained during the examination of the child; informing them about the course of corrective or developmental work carried out by the psychologist. Establishing trust between the psychologist and parents (parent) is the main thing in joint work child psychologist with a parent. The psychologist should listen carefully to the parent, showing interest, empathy, and also express support.

As Vereshchagina N.V. writes, when organizing counseling for the parents of children, a number of features of their personal sphere should be taken into account, highlighting the following positions: the motivation for contacting a psychologist, the attitude of parents to the consultant, the position of parents when discussing the problem, as well as the possibility of changing the life attitudes of parents in the process counseling. It should be noted that the features below relate to parents of children with developmental problems (impaired intelligence, speech, hearing, etc.), since the author studied the features of counseling this category of parents.

1. Motivation with which parents come to the consultation;

Motivated parents who are clear about what they want are almost always the initiators of counseling. Unmotivated parents do not know how an educational psychologist can help them, they often do not recognize the problems of the child and therefore do not see the point in wasting time talking with a psychologist. Almost always the consultant is the initiator. Parents referred for counseling by educators or other specialists, i.e. under the influence of external circumstances, passive, indifferent or aggressive. The specialist should make efforts to change the motivation of such parents to an active one and relieve excessive stress by emphasizing the strengths of the child with intellectual disabilities.

2. Attitude of parents to the consultant;

The outcome of the meetings depends on how the relationship between the consultant and the client develops. Mutual trust between the participants in the consultation determines the success of therapeutic conversations. It is important for the client to understand that he can freely talk about experiences and feelings, fears and anxieties, and will be accepted by the specialist as he is. In most cases, parents are initially set up for a frank conversation and are confident in its confidentiality. Distrust in the possibilities of psychological counseling and solving the problems of the child is characteristic of parents of children with intellectual disabilities. Often such parents refuse to acknowledge their role in the child's problems and their presence in general. they do not believe in the possibility of non-drug help. Through distrust and alertness, there are those parents who come to understand the need for psychological support for the child.

3. The position of parents when discussing the problems of the child;

Activity in discussing the child's problems with a consultant and developing behavioral strategies is often characteristic of parents of children without a decrease in intelligence, because they see changes in the development of the child as a result of the work of specialists: a speech therapist, a psychologist, a defectologist, a typhlo - and a deaf teacher and are ready for cooperation.

A passive attitude towards pronunciation of difficulties in the development of children is demonstrated by parents who do not see significant changes in the child in a relatively short period of time as a result of remedial classes or do not recognize the significant role of teachers in the accumulation of knowledge about the world around the child.

A pseudo-active attitude to the conversation is expressed in the parents' recognition of the existing problems, but without concretization, without a description of the difficulties. At the same time, they agree to help the child from outside, but only without their own participation.

4. Choice and decision-making by parents;

An independent decision is demonstrated by parents who, during the consultation, have confidence in a specialist, actively share difficulties and experiences, and strive for full cooperation with teachers. Often such decisions are made by parents of children without intellectual disabilities and children with complex disabilities.

Parents of gifted children and children with intellectual disabilities refuse to provide psychological support and do not take responsibility for the development of the child.

5. Changing attitudes of parents;

It is expected that upon completion of the consultation, parents will retain the acquired positive experience in overcoming difficulties in the development of children. To do this, they need to reconsider their point of view on the environment, on the somatic status of the child, on their own life and the possibilities of the child. Some parents succeed, some don't. The return to the previous life attitudes occurs, as a rule, without the support and understanding of relatives in the absence of positive dynamics in the development of the child, which is typical for parents of children with complex developmental disorders.

Thus, taking into account the personality characteristics of parents who have children with complex developmental disorders will allow the client to achieve an understanding of the child's problems and their own difficulties in life. The specifics of counseling this category of parents is the allocation of a significant part of the time to the discussion medical aspects violations in the development of children, methods of treatment and their significance in training and education.

Any kind of work practical psychologist education is aimed at ensuring the psychological well-being of the child, therefore, the education psychologist plans to consult adults only on those issues that are directly related to specific problems of the child's development.

Among the most common problems and typical difficulties of children different ages the following can be distinguished:

The latent nature of many unfavorable characteristics;

Ignorance by parents of age norms for the development of children, and as a result, appeals about "deviations" in development (cognitive and emotional-volitional spheres);

Unlawfulness of the requirements of parents to children;

Inadequate attitude of parents to manifestations of independence and initiative;

attention problems;

Family problems.

Summing up, we emphasize that in counseling, specific advisory tasks are solved related to a comprehensive analysis of the conditions for the development and upbringing of a child, the diagnosis of age and individual characteristics of his cognitive activity and personality, drawing up psychological and pedagogical recommendations and a conditional forecast for the development of the child.