Psychological cards. Methodological recommendations for drawing up and maintaining psychological cards Psychologist's client card sample

A psychological consultation card is issued in the event of a set of activities (diagnosis, conversations, consultations, etc.) at the request of a parent, teacher, administration or child. The map is compact, which allows you to summarize and analyze all the diagnostic and corrective work carried out.

1. Full name of the applicant ( parent, teacher)

2. Problem ( who/what is complaining about)

3. History ( living conditions, features of development and education)

5. Personal characteristics of the applicant

6. Personal characteristics of the child ( from observations)

7. Psychodiagnostics ( carried out methods, their results)

10. Consultations with other specialists ( to whom it is directed, the result)

11. Full name of consultant

12. Dates of work ( taking into account psychodiagnostics, conversations, etc.)

Psychologist's reporting documentation

Based on the reporting, the administration judges the work of the psychologist as a whole. And if reporting is not kept, all types of work of the psychologist are not noted, the administration believes that the psychologist does not work enough and, in general, “it is not clear what he is doing there?!” Therefore, it is necessary, it is necessary to show the director and administration that the psychologist works tirelessly and without wiping the sweat from his forehead.
It makes sense to maintain two types of reporting documentation - current(for the accepted reporting period - month) and final(behind academic year). The current analysis of completed work can be reflected directly in the registration section at the end of each month.

Overall carried out in ______________________ month (statistical report)

Total number of children received

Boys

Girls

Age groups

Up to 3 years

3-5 years

5-7 years

7-10 years

10-12 years

12-15 years

Over 15 years old

Total appointments for adults

Parents

Specialists

Individual examinations were carried out

Primary:

Repeated:

Conducted individual consultations

Children:

teachers/parents

Conducted group consultations

For children:

For teachers/parents:

Conducted group diagnostics for Children and Adults

Number of children at group diagnostics:

Quantity adults in groups. diagnostics (maternity/specialist)

Individual correctional classes were conducted:

With kids

Group correctional classes were conducted:

With kids

With parents/specialists

Number of visits by children to group correction:

Number of visits by adults to group correction: (maternity/specialist)

Participation/conducting consultations

Planned:

Unscheduled:

Carrying out open classes(lessons):

Attending classes:

Participation in school-wide events (number of events):

Additional views works:

The structure of the monthly report completely coincides with the structure of the annual (final) report, so preparing the final report is not difficult. You just need to sum up each unit of work performed for all months and enter the resulting amount in the appropriate section of the annual report.

According to the results statistical reports for each month and year it is possible to write appropriate analytical reports.

Such documentation by a teacher-psychologist (special psychologist) of an educational institution clearly demonstrates the content of the diagnostic, correctional and developmental work carried out.

Units of activity should be considered a report on the diagnostic work performed, including primary (in-depth) examination, examination dynamic And final individual examinations, conclusion according to group forms of diagnostic work, and report on intermediate and final results individual and group correctional and developmental work.

Analytical report An annual report on the work performed should be considered for the corresponding period of the psychologist’s activity. In our opinion, the monthly report should be presented only in statistical form.

We do not consider it necessary for a psychologist to necessarily use rigid structured reporting schemes.

Reporting documentation (conclusions based on survey results, analytical reports) are “external” documents (in contrast to the direct survey protocol, which should be considered exclusively “internal”, which is an absolutely confidential document of a specialist), to which specialists who have direct relationship with the psychologist's client.

Form 10.

Statistical annual report

(required form)

Approved:

"___" ____________2008

Director: __________

STATISTICAL REPORT ON THE WORK PERFORMED
FOR THE 20/20 SCHOOL YEAR

Educational institution

Territory________________________________

Number of students (pupils) in the educational institution __________________

including by levels of education:

Primary School ( junior group)_________________

middle stage ( middle group)__________________

senior level ( senior group)___________________

(preparatory group) ____________

Number teaching staff in OU _________________

I. PERSONAL DATA

P. VOLUMETRIC INDICATORS OF A PSYCHOLOGIST’S WORK

1. Diagnostic work

Number of individual examinations

Primary

Children

Parents

Specialists

Repeated

Children

Parents

Specialists

Number of group examinations

Primary

Children

Parents

Specialists

Repeated

Children

Parents

Specialists

Total number of people examined in group diagnostics

Children

Parents

Specialists

2. Corrective, developmental and advisory work

Number of group lessons

Children

Parents

Specialists

Total number of visits to group classes

Children

Parents

Specialists

Number of individual lessons

Children

Parents

Specialists

Number of individual consultations

Children

Parents

Specialists

Number of group consultations

Children

Parents

Specialists

3. Organizational and methodological work

Participation in meetings

Including in consultations

Planned

Unscheduled

Organization and conduct of expert work

Planned

Unscheduled

Number of seminars held

For teachers/other specialists

For parents

Number of open sessions (lessons) conducted by a psychologist

Attending classes and classes of other specialists

Social dispatch work

Supervision of student practice

4. List of targeted programs accompanied by a psychologist

№

Topic of the program

Nature of accompaniment

Number of hours

III. METHODOLOGICAL SUPPORT

1. LIST OF TECHNIQUES USED

№	Name of the method (test)	The main focus of the methodology (test)	Author(s) of the method	Year of publication (modification)	Publisher (literary source)

2. LIST OF CORRECTIONAL, DEVELOPMENTAL AND PREVENTIVE PROGRAMS USED

№	The name of the program	Main focus of the program	Author(s) of the program	Approved by whom and when	Publisher (literary source)

Prepared the report

(Name of psychologist or PS head)

Signature

"__" ____________ 200__g.

(Date of report)

ANALYTICAL REPORT ON THE WORK OF A TEACHER-PSYCHOLOGIST

Purpose, object, subject of research.
Constructing a hypothesis.
Selection of psychodiagnostic techniques.
Developer, diagnostician.
Presentation of research results.
Analysis of the obtained data.
Conclusions and recommendations.

Analytical report of a preschool educational psychologist

Full name of the teacher-psychologist ___________________________

OU ______________________________________________

Target: _____________________________________________________________

Tasks:___________________________________________________________

__________________________________________________________________

Qualitative and quantitative analysis by areas of activity:

Results of diagnostics of children in preschool educational institutions

Table for recording children's psychological readiness for school

Number of children in preparatory groups of preschool educational institutions(by the list) _________

Table of children's adaptation to kindergarten

Number of newly admitted children to groups (according to the list) _____________

Table for recording correctional and developmental work

Consulting work accounting table

Table of registration of psychoprophylactic work

Table of registration of educational work

ANALYSIS OF THE ACTIVITIES OF PSYCHOLOGICAL SERVICE

_________________________ for ________________ study. Full name___________________________________

Topic: Preparation and conduct of psychological

Consulting, its stages and procedures

Plan

1. How to prepare for psychological counseling

2. How psychological counseling is carried out

3. Main stages of psychological counseling

4. Psychological counseling procedures

Exercises

Practical tasks

How to prepare for psychological counseling

Preparation for psychological counseling includes solving a number of general and specific issues, with general issues relating to counseling in general, and specific issues relating to the reception of clients in psychological consultation.

Among general issues Preparations for psychological counseling most often include the following:

1. Selection of premises and equipment for consultations. The equipment of the room includes providing it with chairs or chairs that are comfortable for the client and the consultant, preferably swivel, and a coffee table.

Chairs instead of armchairs are used if consultation time, i.e. joint work between a psychologist-consultant and a client is relatively small and during the consultation it is important to carefully observe nonverbal behavior client. Preference is given to chairs when the counseling procedure is quite long in time, and during the consultation it is necessary to create and maintain an informal atmosphere of communication between the consulting psychologist and the client. In addition to furniture, it is advisable to have audio and video equipment in a psychological consultation in case there is a need to record, listen to or view any recordings.

2. Supplying the consultation with paper, copying equipment, a computer, everything necessary to record the progress of the consultation and its results, reproduce documentation, etc. In addition, in a psychological consultation it is advisable to have a calculator, which, in particular, may be needed when quantitatively processing the results of a client’s psychological testing.

3. Equipping the consultation site with the necessary documentation and providing means for its storage, and in particular a registration journal, a client file and a safe (a safe is also needed to store files with confidential information when using a computer). The log book, a sample form of which is given below in Table 2, records general data about clients and consultations. The file cabinet (Table 3) contains personal data about each client obtained during the consultation as a result of questioning the client by a consulting psychologist. This data should be detailed enough to provide an understanding of the client and the nature of his problem. A safe or computer is needed so that you can store client files and other non-disclosure data.

table 2

Approximate form log worksheet

psychological consultation

Table 3

Approximate form of an individual client card

4. Acquisition of a minimum of special, including psychological, literature for consultation. This literature, firstly, is needed so that the consulting psychologist can promptly and quickly enough obtain the necessary information for himself and the client directly from primary sources, and secondly, in order to provide the client with the necessary literature for temporary use for the purpose of self-education . In addition, it is recommended to purchase for psychological consultation a number of the most useful popular publications on practical psychology, which the client would have the opportunity to do here, and receive psychological consultation for an additional fee and for his own, constant use on the recommendation of a consulting psychologist.

The consultation room is decorated in such a way that the client feels comfortable in it. It is desirable that the room for psychological consultation resemble something between an office and a home (work space, apartment, living room).

Special issues in the preparation of psychological counseling include the following:

Preliminary acquaintance of the psychologist-consultant with the client according to the data about him that is available in the registration journal and in the file cabinet. An individual card for each client is usually filled out for the first time when the client applies for psychological counseling and comes to see a specific consultant. The entry in the client’s individual card is made by the consultant psychologist who conducts the consultation. He is also responsible for the confidentiality of information received from the client.

Preparation of materials and equipment that may be needed during a psychological consultation.

Obtaining from various available sources additional information about the client - such that may be needed during consultation.

Development of a consultation plan taking into account the individual characteristics of the client and the problem that concerns him.

B. Psychological report on individual/group examination (protocol, conclusion)

Psychodiagnostic examination protocol

2. Age of the subject.

3. Date of the event.

5. The purpose of the examination (study of cognitive processes, emotional-volitional sphere, etc.), justification for the choice of methods and methods of psychodiagnostic examination.

6. Research methods, techniques, psychodiagnostic material.

7. Description of the research progress.

8. Conclusion based on the results of a psychodiagnostic study.

C. Conclusion based on the results of a psychodiagnostic study of a child/adult/group

· Purpose of the study, justification for the choice of methods and techniques for the examination.

· Interpretation of data (summarized research data, recommendations for further examination). Conclusions.

Appendix 10.

Psychological consultation report

2. Age, gender.

3. For adults: profession, place of work, marital status.

4. For a child: educational institution, family composition.

5. Date of application, client complaints upon application.

6. Situation of application (applied independently, referred by whom and for what reason, came accompanied, etc.).

7. Advisory request.

8. History (basic information about the family, developmental characteristics, adaptation problems, stressful situations, fragments of personal history).

9. Information about the problem. When a problem arose, changes in what areas of life it brought about, how you dealt with this problem before, whether you sought professional help, what was the immediate reason for the appeal.

10. Mental status at the time of examination.

11. Additional examination data.

12. Conclusion on a psychological problem (assessment of psychological difficulties based on complaints, psychological history, mental status, additional diagnostic methods).

13. Consultative contract (joint agreement between the consulting psychologist and the client about the problem and ways to solve it).

14. Description of the consultation process.

Appendix 11.

The outline plan for the correctional and developmental lesson is drawn up on the basis of the topics provided for in the psychologist’s program of work.

PHOTO Getty Images

Metaphorical or associative cards are a set of pictures the size of a playing card or a postcard with realistic images (this could be a photograph of a house, road or river) or abstract images. Maps are a professional psychological tool, the use of which is based on working with visual metaphor.

When seeing a particular picture, each person has his own set of associations, memories and fantasies, which the psychologist then interprets.

Psychologies:

Metaphorical cards help to find out what is the true reason for the anxiety of a person who has turned to a psychologist?

Tatyana Ushakova:

Maps are not a diagnostic tool, but a way of observation. I will give you this metaphor: imagine that a boy enters the room holding a pink ball. He starts playing with it, throws it to us, kicks it, then hugs it and cries. Looking at his actions, we can draw some conclusions about the child’s condition. But the conclusions are still based on our observations, and the ball is just a tool.

“What can you do about your trauma? Just reprimand her." Sigmund Freud

Metaphorical cards are akin to this pink ball - they help us observe the client and come into contact with him. And the client is helped to interact with himself, different parts of his personality - to contact each other.

We see how a conventional boy handles the ball, we see his attitude towards the object. How are the cards handled? How do they help the therapist understand something about the client?

THAT.:

Here's an example. Yesterday a woman came to me about a difficult situation in her family - her relationship with her child, with her mother, with everyone at once had gone wrong. I gave her a typical exercise: choose from a deck of portraits of people who remind her of members of her family. Not superficially reminiscent, but in essence. She chose for a long time, thoughtfully, then, at my request, she laid out these portraits on the table so that the distance between the cards corresponded to the degree of spiritual closeness of her relatives.

And suddenly, in the process, she discovered that she had not chosen herself, her portrait. “Where are you?” - I ask. “But I forgot about myself.” And suddenly she realized it: “So this is really about my life. I tend to care about everyone, but no one cares about me. And I don’t think about myself.” And her own conclusions are the most valuable for me.

The goal of working with metaphorical cards is not so much for me, the specialist, to understand the client’s situation, but to help the client see his situation - family, life - for himself, as if from above (in psychology this is called dissociation) and draw his own conclusions. By choosing cards and talking through what is happening in his life, a person begins to calm down. Freud also said: “What can you do about your trauma? Just reprimand her." Clients often admit: while I was talking, I understood everything about it myself. In general, it seems to me that awareness is one of the highest benefits available to a person.

What problems do cards help best with?

THAT.:

It's not about the cards, there is no secret in them. The secret is what the specialist can do and what approach he uses. The cards go well with different areas of work. They can be successfully used by psychodramatists, art therapists, and narrative consultants.

When a person looks at the cards and tells why he chose them and arranged them that way, in the process of telling the story he himself often finds the answer

Existential psychologists use them too. For example, when helping a person with emotional burnout regain the meaning of working further, a psychologist can offer such an exercise. Asks the client to choose a card that characterizes his position at work, his role in the work process now. Then - choose a card that shows it as before, at the very beginning of the work. Then the psychologist invites the client to evaluate the difference and think: how does he see his future career?

When a person looks at the cards (and for 90% of us it is visual perception that predominates) and tells why he chose them and arranged them this way, then in the process of telling the story he himself often finds the answer. And then we can lay out his next steps from the cards, and the client understands what needs to be done to make the dream become a real, achievable goal.

What if a person has no dreams or any idea of his future?

THAT.:

Maps help you see it. I once worked with a 12-year-old boy, Seryozha, who successfully underwent chemotherapy, and the problem when he was discharged from the hospital was not so much his physical condition as his mental one. He had changed a lot in appearance: a handsome golden-haired boy had turned into a bald, plump man with a puffy, moon-shaped face. Seryozha was afraid to leave the hospital into the outside world, and it was necessary to somehow overcome his fear of returning to normal life.

Using special construction cards, we began to compile his portraits - how he sees himself in the past, before his illness, how he looks now and how he imagines himself in the future. While composing a self-portrait before his illness, he laughed and came up with something. The current portrait gave him difficult feelings, and the third portrait turned out to be extremely vague - he did not see himself in the future at all. Then, with the help of other cards, we made a plan for what he would do on the first day after leaving the hospital. Seryozha couldn’t formulate what he wanted here either. And I suggested pulling out a card blindly - the result, as always, was very unexpected. His sense of humor kicked in, and we broke down the whole week of his life after the hospital, day by day. He laughed heartily.

Maps are useless when working with younger children preschool age

And then we went back to his portrait from the future, and he was able to put it together. The portrait turned out to be lively, optimistic, and attractive. If at first Seryozha accepted himself only in the past, now he admitted that he also likes himself in the future. He left the hospital feeling confident. He spent the whole week exactly according to our plan, and he was comfortable. What happened here? Life frightened him with its uncertainty. And when Seryozha saw what events each day would be filled with, he felt good and calm. Maps helped make the future certain and attractive.

Under different tasks and different cards suit the purpose?

THAT.:

In general, any metaphorical cards are suitable for solving any problems. But it is logical, when it comes to promotion, to use maps depicting roads and paths. There is nothing irrational or magical in these cards. They are based on the traditional projection mechanism. They are launched when a person meets any object. But at the moment of thinking about moving through life, for example, maps depicting roads, forks, and paths will help to quickly start this process.

The therapist and his client may interpret the same card differently. Does it interfere with work?

THAT.:

Of course, when looking at a map, my client and I have different projections, and this is the main insidiousness of metaphorical maps. That is why you need to learn how to work with them. It is very important that the psychologist understands that his personal projections have nothing to do with the client’s projections. Some people see a cute girly bouquet in the picture, while others see a funeral wreath. And if the psychologist does not understand the meaning that the client gives to the card, if it somehow irritates him or hurts him, this is definitely not the client’s problem, and it’s time for the psychologist to get personal therapy. Therefore, sometimes it is better for a psychologist not to even look at the map, so as not to give his projections to the client and not confuse him. A misinterpretation can take your work in the wrong direction.

In what cases should cards not be used?

THAT.:

I do not use them when working with clients who have mental disorders, borderline conditions, or epilepsy. In this case, the specialist’s task is to return them to reality, to put them on the ground, and metaphors here will be harmful. Maps are useless when working with children of primary preschool age - they have a specific mindset, they see in the image on the map only what is drawn there. Imaginative, associative thinking develops closer to primary school, and even then not for everyone. And among adult clients there are those who have poorly developed imaginative thinking and who do not perceive visual images.

About the expert:

Tatyana Ushakova is a clinical psychologist, head of the department of psychological and pedagogical assistance to the population of a social rehabilitation center for minors in Sergiev Posad. She has over 10 years of experience working with metaphorical maps.

To learn more

You can learn more about working with metaphorical maps at the master classes and round tables of the Third Annual Conference “Metaphorical cards in the work of a psychologist”. It is addressed to specialists with basic psychological education.

Methodicalrecommendations

By compilation And maintaining psychological cards

Part 1. What is it psychological map and principles of its construction

A psychological card or psychological file is a set of documents (characteristics, completed forms of methods, conclusions, minutes of meetings, etc.) of a personal record of a client (patient), which contain the most complete information about the personality structure, the emotional state of a person and the results of correctional, advisory and other psychological work of a psychologist with him.

Depending on the organization in which a personal file or psychological record is maintained for a client, the following types of areas in which the psychologist works can be distinguished:

Social orientation - in this case, the emphasis is on a difficult life situation. The social sphere in Russia is extremely well developed, but is characterized by a variety of needs (for example, working with the elderly, working with orphans, working with families in a socially dangerous situation, and so on), hence the lack of general standardization in the conduct of affairs of a psychologist and in At the same time, there is great scope for innovation in this area. A distinctive feature is helping people adapt, so the emphasis is on stabilizing and improving the social situation; then the essence of doing business in the social sphere will be described in detail.

Pedagogical orientation – we are talking about educational organizations, in which psychologists do not play a leading role, the emphasis is mainly on assistance in solving pedagogical problems (achievement and discipline) and adaptation to school. Rarely is work done on demand.

Professional (organizational) orientation – lies in diagnostic activities when hiring, selecting personnel and assistance in solving organizational issues (how to distribute people in a room for more productive work and other requests).

Medical focus - limited to a psychologist’s office or medical institution, Unlike social sphere, medicine does not insist that the psychologist visit the family. Here diagnostics, training, development and correction are carried out, both verbally and by neuropsychological methods. The big plus is that people are often motivated, if you don’t take into account drug treatment clinics or psychoneurological dispensaries.

Advisory and psychotherapeutic orientation - this means both advisory Centers and the personal practice of psychologists and psychotherapists. In the latter case, there is no standardization at all, since it is up to the specialist to decide whether to carry it out or not. When it comes to the Center, things, on the contrary, are strictly standardized depending on the goals and objectives of the organization.

Legal orientation - strictly standardized cases and a clear work system - is an undeniable advantage of working in such a system, because there is a clear structure of work. Another plus is computerized techniques for working with staffing, and with people in a legal situation.

Objectivity in the study of mental phenomena . This principle means that when studying mental phenomena one should always strive to establish the material causes of their occurrence. Because of this, this principle requires that any mental phenomena be considered in unity with those external causes and internal conditions in which they arise and manifest themselves. Constructing psychological research in accordance with the principle of objectivity means the practical implementation of one of the basic principles of psychology - the principle of determinism - the causality of mental phenomena.

The principle of objectivity also requires the study of a person in the process of his activity, since the mental characteristics of a person can only be judged by his real actions. Based on this principle, it is necessary to study mental phenomena both in the most typical and atypical for this person conditions. Only in this case can you comprehensively characterize a person and not miss anything significant. All obtained facts, including those that contradict each other, must be subjected to a comprehensive analysis. Conflicting facts should attract especially close attention; in no case can they simply be discarded, but they must either find an explanation for them or conduct additional study.

Analytical-synthetic study of personality . In the mental appearance of each person there is something common, characteristic of all people of a given era. At the same time, people living in countries with different social systems, have specific features that reflect the social relations existing in a given society. Thus, we are specifically talking about the special appearance of the Soviet person, which developed under the conditions of developed socialism. At the same time, each person is a unique individual. The existence of the general, special and individual in the personality of each person makes it necessary to be guided by the analytical-synthetic principle when constructing research.

The study of mental phenomena in their development – an important principle for constructing psychological research. The objective world is in constant motion and change, and therefore its reflection cannot be frozen, motionless. The constant change in the psyche as a reflection of the changing reality requires the study of mental phenomena in their development. If mental phenomena are continuously changing and developing, then this must necessarily be taken into account when constructing any research aimed at their comprehensive study.

Part 2. Contentspsychological cards

This part briefly describes the general structure of the psychological map. Clarifications are provided in each paragraph.

First of all, at the very beginning there must betitle page , on which the following information is briefly written: the client’s full name, date of birth (in some cases and place, including passport data and SNILS number), family composition, sometimes it is necessary to enter the date of application or admission (as in social institutions, for example), the names of the parents (if a child) or immediate relatives, contact information, sometimes complaints with a request are included. For example, when working with children who have physical illnesses and even disabilities, this should be indicated on the title page, since you cannot rely on personal memory. In orphanages, it is necessary to indicate the date of admission and the number of the group where the pupil is placed, his place of study, status and information on escapes, bad habits and propensity to commit illegal acts (the last three points should be encoded in color or in letters so that there is no misunderstanding on the part of colleagues and children who may accidentally see personal information), but personal information (how did you get there, life path, perhaps passport data, hobbies, and so on) it is not very correct to put it on the title page - it is better to indicate it on the next page or in the social-psychological-pedagogical description. It’s the same when working with families - you can indicate the composition of the family, employment, but not income, type of apartment, and so on.

Further, depending on personal preferences or the institution in which the psychologist works, you should eitherphotocopies of documents (characteristics from schools, kindergartens, Centers, from other specialists, etc., extracts from the medical record, conclusion of the PMPK and CMPC, individual development plans or plans to protect the rights of the child), or, in fact,characteristics that a psychologist does.

After comes "Psychological work plan » with dates and topics of classes, where after each lesson the psychologist puts his signature and a mark on completion. This is mandatory for almost all institutions, as it is the only proof that work was carried out. Unfortunately, in simple words no one believes, so in addition to keeping a log of psychological work, a plan for working with a client (patient, student, recipient of services, etc.) is added.

Minutes or recordings of meetings between a psychologist and a client are especially needed if counseling or so-called “preventive conversations” are carried out. In the first case, this is a very good “cheat sheet”, both for the person working with the psychologist and for the specialist himself, plus it is another proof that the psychologist is working and not just talking. In the second case, the protocol is a mandatory document of the meeting, a kind of result, where at the bottom there is always written a short decision that the client will implement. The guarantee of fulfillment is the signature of both the psychologist and his patient. In general, in both cases these two signatures are needed.

Results of methods, conclusions and products of the client’s activities - required material. Firstly, just like in meeting minutes, this is a reminder of what happened in the “previous series”, only with an emotional response from the client. Secondly, all this shows progress or regression, the direction where to go, and dead ends from which we urgently need to look for a way out. Thirdly, again, all this is proof that, again, the psychologist is working. Protocols of diagnostic examinations. They have a clear structure (date and time of the survey, where it was carried out and by whom, name of the methodology, purpose, stimulus material, progress of the study and its results). The protocol differs from the conclusion in a clearer structure and is more often used in the educational and legal sphere.

A separate point can be made“homework” and recommendations , which the psychologist gives to his ward or his parent. Regarding “homework”. The client receives direct help from a psychotherapist for only 1-2 hours a week, and the remaining 166-167 hours a week is left to himself. And at this time, his problems still affect him. Homework helps the client to be his own psychologist. If the client conscientiously approaches homework, he speeds up the correction process and achieves the desired changes faster. In this matter, the main thing is the process, not the result. There may not be a result (that is, the exercise may not work) - and this is still wonderful! Because, once again, the main thing is to try to do at least something. Recommendations are also important when selecting personnel (where is it better to send a person to work - in a shared office, or for traveling work, in childcare facility or to work in a boarding house for labor veterans). Recommendations are also important when enrolling a child in school to determine a class or curriculum. In the social and legal sphere, like a beacon - what actions to take so that a positive shift appears. In the medical field - how to help which specialist to contact and also indicating the vector of development and correction. Some recommendations can also be given in a psychological report, only in a shorter and reduced volume.

Part 3. Features of managementpsychological cards

First of all, you should pay attention to the rules of conduct:

Accuracy and literacy

Clarity of presentation of the material,

Structuring,

Cleanliness and tidiness.

Before describing special cases of document flow. It is necessary to give a generalized diagram of how to keep a psychological map.

First, at the beginning a general outline is established and, as some analysts say, “fish”. Before starting work not only with the client, but also in principle in the institution, the psychologist draws up an example of a personal file, prints out forms of methods and diagnostic examinations, title pages, and so on.

Next, the psychologist gets acquainted with the personal file, medical record or other documents that are available regarding the client. Although, there are supporters that you first need to get to know the client, and then the documents. The psychologist enters the information obtained from this documentation on the title page and, based on the request, prepares an examination model (forms and protocols).

After diagnosis, an individual plan of psychological work with the client is drawn up. Sometimes it includes group classes (for example, in the conditions of the Center for the Promotion of Family Education or when working with addicted people, or when working in a rehabilitation center). As mentioned above, such a plan is a table that is divided into several columns. The first is the date, the second is the name and structure of the lesson (can be filled out manually and includes interdepartmental interaction), the third is the signature and mark of completion. Sometimes a plan is drawn up before the initial diagnosis and includes diagnostics, the number and topic of meetings, complex classes, group classes, interdisciplinary interaction, but it is better to proceed from the request, familiarization with the documentation and primary diagnosis, and only after that draw up a plan for working with the client.

After the initial meeting, diagnosis and drawing up a plan, you can draw up preliminary conclusion, if required, additional diagnostics are carried out.

Descriptions (minutes) of each meeting are compiled separately, which should be signed after writing. The protocol of a lesson or meeting is the psychologist’s internal documentation; it cannot be copied and handed over to the client, unless it is a description of the session (sometimes this is needed as part of psychotherapy and clients even make audio recordings of meetings).

Each sheet written by a psychologist must be numbered so that there is no lost information. Personal psychological files should be kept in a locked cabinet or safe (as is done in the legal system) so that no client can view them.

Next, we will examine special cases. In the work of a practical psychologist there is special documentation - a special type of documentation that provides the substantive and procedural aspects of it professional activity. Special documentation includes: psychological reports: correction cards; protocols of diagnostic examinations, correctional classes, conversations, interviews, etc.; maps (stories) mental development; psychological characteristics; extracts from psychological reports and development maps.

Of the above documentation, three types are closed, namely: conclusions, correction cards and protocols. The three remaining types are free for access by persons interested in information. Moreover, their main goal is to familiarize themselves with the individual psychological characteristics of a particular person (of a particular group).

Extract counts appearance documentation and is prepared both at the request of private individuals and at the official request government agencies. The main text of the extract is an adapted version of that part of the psychological report, which reflects the main conclusions, distinctive features and problems, as well as general and special recommendations. It should be noted that in the case of an official request, this document must have two signatures: the person who conducted the diagnostic examination and the administrative person of the institution. When a specific request is made, the statement must define the purpose and means of the psychological examination, and ultimately confirm or refute the fact of the request. In the case of extracts from psychological cards, documents are saved for registration, with the only difference being that they are produced exclusively upon official requests and are provided to persons competent in the field of psychology and legally responsible for these documents.

Psychological characteristics reflects another aspect of mental development and allows, upon familiarization, to draw up a psychological portrait of a person or age group generally. It is free in form and does not require the approval of administrative officials. It's about about individual psychological characteristics of development, i.e. about the characteristics of his cognitive sphere, psychophysiological nuances, communication preferences, the presence of general or special abilities and much more. A psychological report is the main working documentation of a psychologist.

There are several options for psychological conclusions.

Option 1. Structured according to partial parameters of mental development. Such psychological conclusions most often contain separate indicators of motor coordination, identification writing skills, learning ability, motivational needs and intellectual maturity. This type of psychological report can be used for partial psychological examinations.

Option 2. Structuring according to complex parameters, including indicators of psychophysical development, as well as an assessment of its education. The disadvantage of this type of structuring is the lack of a single analytical space (psychological). In some cases, it is used to assess mental developmental deviations.

The psychological conclusion must be structured in accordance with the psychologist’s conceptual ideas about the process of mental development in relation to a certain age, where each age stage has its own specifics (new formations), quantitative and qualitative dynamics of development. Based on the polyconceptual principle, the psychological conclusion should reflect indicators of the cognitive, personal-emotional and communicative spheres, as well as psychophysiological and other features. In addition to recording the values of various indicators, the psychological conclusion includes an analysis of compliance with age levels and stages of mental development, as well as the need for corrective, developmental and educational interventions or work according to a certain program.

Application 1. Layout psychological conclusions

1. General characteristics mental development based on psychophysical, psychophysiological characteristics, adaptation and motor complexes.

2. Cognitive development based on the characteristics of cognitive processes and speech function.

3. Personal and emotional development based on the characteristics of self-awareness, motivational-need, emotional, value spheres.

4. Communicative development based on the characteristics of means and positions of communication.

5. Professional competence based on the characteristics of the actualization and content of productive and procedural types of professional activity.

7. Features of mental development.

8. Problematic aspects.

9. Psychological development forecast.

Application 2. Exemplarycompoundpsychologicalcards ( forms)

NAME OF INSTITUTION

Psychological map

№____

_____________________________________________________

FULL NAME. child

_____________________________________

Date of Birth

______________________________________________________

FULL NAME. parents (legal representatives)

Arrived (received): _____________________________________

Date of enrollment, enrollment order number: __________________

Group (class, office number, etc.): ________________________

Dropped out: ________________________________________________

Date of departure, order no.: __________________

Tendency to escape (by color – red – ran away, yellow – prone, green – normal)

Tendency to antisocial behavior (black - there have been attempts)

Bad habits(addictions) – (smoking – orange, alcohol – blue, drugs – brown)

Other

Psychodiagnostic examination protocol

FULL NAME. (subject): ______________________________________________

FULL NAME. (psychologist): _________________________________________________

The date of the: ______________________

Location: __________________________________________________

Request (from whom it comes, reason for request, stated problem):________

____________________________________________________________________________________________________________________________________

The purpose of the examination (study of cognitive processes, emotional-volitional sphere, etc.), justification for the choice of methods, methods of psychodiagnostic examination: _________________________________

____________________________________________________________________________________________________________________________________

Research methods, techniques, psychodiagnostic material: _________

__________________________________________________________________

Description of the study: _____________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

SCHEME FOR MONITORING A CHILD'S BEHAVIOR

Child's full name: _________________________________________________

Date of completion: ______________________

Filled out by: parent, psychologist, teacher _________________________________

And features of speech behavior

Does not use speech as a means of communication; when he speaks, the speech is not addressed to the interlocutor

Like pseudo-deafness

Does not fulfill the request, although he hears and understands the content of the requirements, does not respond to the transition from normal speech to whispered speech

And features eye contact

Avoids looking the interlocutor in the face.

Goofiness

Reaction to a remark

Reacts with laughter to an adult's remark; praise or blame does not cause a significant change in behavior

In physical actions and facial expressions

Fooling around, imitating movements

indecisiveness

IN social relations with others

Avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses leading roles in games.

Manifests in speech

Uses words: “I don’t know”, “maybe”, “it’s hard to say”, the child does not answer the question, although he knows the answer

In physical actions

Afraid to jump from a hill

Reaction to novelty

In a situation of novelty, the child exhibits inhibitory reactions; in a new situation, behavior is less variable than in a familiar situation.

Starhi

Specific

Fear of a vacuum cleaner, a dog, the dark, gusts of wind

Reaction to novelty

Afraid to enter a new room

Social

Fear of new people in a new situation, fear of public speaking, fear of being alone

anxiety

In facial expressions

Wandering, distant gaze

In speech

In movements

In relationships with others

Sleeps with parents, strives to be closer to adults

stiffness

In movements

Motor restricted

In speech

Stutters in speech

Reaction to novelty

lethargy

In cognitive activity

Doesn't know what to do

In visual perception

Idlely looking around

In speech

Speaks too quietly

Reaction time

The pace of actions is slow, when performing actions on a signal there is a delay

Self-centeredness

How to treat yourself

In relationships

Believes that all the toys, all the candies are for him

In speech

Often uses the pronoun "I"

Avoidance of mental effort

In conditions of free activity

Doesn't watch cartoons

In organized classes

Quickly gets tired of age-appropriate mental tasks (comparing, generalizing, following a model)

Attention deficit

Concentration

Looking around during class

In the maintenance and assistance of the child

You have to repeat the task verbally several times; you need to combine the word with a demonstration of the method of action

In speech

Conditions for completing the task, etc.

Motor disinhibition

Features of action planning

Hastily plans his own actions

Excessive pace and number of actions

The pace of actions is accelerated, the number of actions is excessive (many unnecessary movements), it acts before the signal

Duration of control of hyperactivity

Gets up during the first half of class when other children are still sitting

Duration of mastery of the state

Quickly aroused and slow to calm down

Speech disinhibition

Speech volume

Speaks too loudly, cannot speak with normal voice strength

Speech rate

The pace of speech is accelerated, speech is excited

In social relationships

Talks over words in class despite an adult’s comments

Confused or misses the sequence of actions following verbal instructions

Failure to understand complex verbal instructions

Focuses on a clear example of an adult’s behavior or actions, rather than on an explanation of the task

Getting stuck

In movements

Draws repeating elements

In relationships

Intrusive when communicating, attracts attention to himself, repeats the same request

In speech

Repeats the same phrase over and over again

On feelings and emotions

Stuck on resentment

Switching difficulties

Difficulty shifting, etc.

Performance (mental)

Gets tired quickly from a task that requires mental activity, gets tired when reading a book, gets tired during the first part of an organized lesson

Performance (physical)

Gets tired quickly while walking, gets tired from physical activity, loses performance in the first third of an organized lesson, loses performance in the first third of an organized lesson, requires varying the complexity of a task that does not require mental effort, performance fluctuates throughout the day, alternating increased and decreased performance

Psychological characteristics No.______

on (pupil, convict, client, patient, etc.)

______

Methods of psychological examination used: _________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Education: ______________________________________________________

At the time of the psychological examination, ___________________ has the following individual and psychological characteristics.

Individual characteristics personality (features of upbringing, significant

biographical factors): who he lives with, who he raises, who he is friends with, who is a significant figure, whether there are people with addictions in the family, income, etc.

Features of relationships with relatives: _______________________

____________________________________________________________________________________________________________________________________

Features of higher mental functions (memory, attention, intelligence, speech, thinking, imagination, will): __________________________________

____________________________________________________________________________________________________________________________________

Features of the personal sphere (self-regulation, temperament, self-esteem, legal consciousness): _____________________________________________________

____________________________________________________________________________________________________________________________________

Emotional-volitional qualities: _____________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Interaction style: ______________________________________________

____________________________________________________________________________________________________________________________________

Adaptation: ______________________________________________________________

__________________________________________________________________

Stressed: ______________________________________________________________

__________________________________________________________________

Attitude (to work, to social requirements, to study, to the current situation): _________________________________________________________

__________________________________________________________________

Plans and goals for the future: _____________________________________________________

____________________________________________________________________________________________________________________________________

Information about existing mental disorders and medical history: ________________

__________________________________________________________________

Level of psychological well-being: ______________________________

Bad habits: _________________________________________________

Conclusion: _______________________________________________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

Psychologist ______________/________________

"___"______________20___FULL NAME. Psychologist / painting

PROTOCOL

Individual (educational, preventive) conversation

From "__" ______ 20____

Full name of the interlocutor________________________________________________________________

Date of Birth _______________

Purpose of the conversation_______________________________________________________________

__________________________________________________________________

Contents of the conversation_________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Offers_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The conversation was conducted by:

________________________________________________________

Signature of the interlocutor______________

Individual consultation protocol

FULL NAME. client:__________________________________________

Age:_____________

Target: _____________________________________________________________

__________________________________________________________________

Progress of the meeting:

Progress of the conversation

Analysis of the consultant's activities (note)

Preparatory stage.