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Zaretsky, Yu V. "Psychological Counseling of Teachers Working Online and Offline." Консультативная психология и психотерапия 28, no. 2 (2020): 137–50. http://dx.doi.org/10.17759/cpp.2020280208.
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The paper discusses the technology of psychological assistance to teachers based on the principles of the reflective-activity approach (RAA). This assistance is aimed at supporting teachers in situations where they encounter difficulties in the classroom and can help prevent professional burnout and quitting in young teachers. Five principles of counseling are described: cooperating, providing positive feedback, working in the zone of proximal development (ZPD), showing empathy and validating difficulties, and organizing reflection as the main tool of assistance. The following modes of counseling are considered: observation of the lesson, participation in the lesson as an assistant, co-teacher or student, reflection of audio and video recordings of the lesson. The technology of lesson reflection, applicable for each of the modes, is considered in detail. This assistance can have a certain psychotherapeutic effect and contributes to the teacher’s personal and professional development.
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Watts, Rod. "Trauma Counseling and Rehabilitation." Journal of Applied Rehabilitation Counseling 28, no. 1 (March 1, 1997): 8–10. http://dx.doi.org/10.1891/0047-2220.28.1.8.
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Outcome following accidental injury, including return to work, can be impeded by any psychological sequelae that persists beyond the acute phase of recovery. Vocational counselors, as for rehabilitation practitioners in general, must therefore be proficient in identifying any-post-trauma psychological difficulties, able to determine their basis and significance, and either successfully treat or refer for treatment. Two cases are presented within the context of the trauma literature that indicate the necessity of proactively providing intervention as a component of the process of rehabilitation following injury, at least in some cases. In so doing, it is hoped that any detrimental effects that traumatic component of being injured have will be reduced.
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Baulina, M. E. "Comparative analysis of internal consultations and internet counseling parents of children with disabilities." Консультативная психология и психотерапия 23, no. 3 (2015): 67–78. http://dx.doi.org/10.17759/cpp.2015230305.
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The article is devoted to comparison of internal counseling parents of children with disabilities with Internet consultation in "offline" form. Examines the practical experience of providing remote psychological assistance, the main difficulties and the advantages of this type of counseling. The most common categories of needs of parents, allowing to make conclusions about what motivates them to receive psychological assistance. The article emphasizes that, despite the limitations of online counseling, this form of psychological assistance must be present on the market of advisory services. The answers on the questions in "offline" form ensure the quick and easy access to information, what undoubtedly need parents who are raising children with disabilities.
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Takšić, Iva, Olivera Petrak, and Lada Perković. "Psychological Difficulties of Nursing Students." Croatian nursing journal 3, no. 2 (December 23, 2019): 121–31. http://dx.doi.org/10.24141/2/3/2/1.
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The research of students adapting to university life, difficulties in coping with the academic demands, and personal problems students face during their study is important for a better understanding of their needs in order to prevent possible mental health problems in the student population and increase the overall quality of study. When researching the difficulties that students face, one of the important factors to be taken into account is the type of study, for instance whether they study full or part time. Since nursing students represent the largest student population at the University of Applied Health Sciences in Zagreb, Croatia, we investigated the differences in the perceived difficulties during studying between full-time undergraduate nursing students and part-time specialist graduate nursing students, most of whom already work as professional nurses. In a sample of 231 participants, there were 143 undergraduate students with the average age of 26.38 years (90.2% females) and 88 specialist graduate students with the average age of 37.52 years (95.5% females). We examined the frequency of 62 difficulties that students may encounter during their study using a survey by the Student Counselling Centre at the Faculty of Philosophy in Zagreb. On average, nursing students perceived 12 difficulties. The most frequent difficulties all students struggle with are nervousness or tension, financial problems, fear of failure, inefficient time management, insecurity, and changes in eating habits. There is no significant difference in the total frequency of perceived difficulties between undergraduate and graduate students but we found significant differences between these two groups in the number of students who encountered particular difficulties regarding 13 issues. Undergraduate students face problems with roommates and problems in communication with professors more often than graduate students, while graduate students struggle the most with financial problems and adapting to the study regime. When faced with problems, 65.4% of all students would seek free psychological counselling. Graduate students and students who perceive more difficulties are more willing to seek psychological support.
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Gorohova, Irina, Mihail Filippov, and Mariya Erofeeva. "The main theoretical approaches to psychological counseling of children in residential care." Applied psychology and pedagogy 6, no. 3 (July 1, 2021): 82–91. http://dx.doi.org/10.12737/2500-0543-2021-6-3-82-91.
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The article considers one of the important directions of the practical psychologist-teacher in residential institutions - psychological counseling, the problem of psychological counseling of boarding school students, specific features of counseling by a teacher-psychologist, features of the consultant's interaction with boarding school students, the content of the motivational and need-based sphere of students at all stages of their stay in this institution: during the period of adaptation of students, correction, and training, as well as during their preparation for new living conditions and practical life after graduation, a teenager, getting into the new environment of a residential institution, it faces a lot of complex problems, it has questions about almost all vital situations: family and household, material, interpersonal, labor, legal, and so on. In the case of solving any problem situations, the level of anxiety increases in the pupils, on the basis of which neurotic states can develop, psychological overstrain, which manifests itself in numerous conflicts. To prevent them objectively and to resolve any contradictions in each residential institution psychologists-teachers must be organized counseling on topical issues of activity, relations and communication between pupils, special attention in the process of psychological counseling is given to the subject of "works" adviser: behaviour, feelings and experiences of pupils, and lists in detail the difficulties and errors made by the educational psychologist in the process of psychological counseling.
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Savarese, Giulia, Luigi Curcio, Daniela D’Elia, Oreste Fasano, and Nadia Pecoraro. "Online University Counselling Services and Psychological Problems among Italian Students in Lockdown Due to Covid-19." Healthcare 8, no. 4 (October 29, 2020): 440. http://dx.doi.org/10.3390/healthcare8040440.
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Introduction: With the advent of Covid-19, Italian university students were overwhelmed by fear of the pandemic and the social restrictions of the lockdown phase, with all didactic activity provided online. These stress factors caused people to experience psychological problems and/or the aggravation of pre-existing mental symptomatology. Psychological support is, therefore, important for the university-student population. Aims: (1) Analyzing the psychological difficulties and mental problems relative to lockdown from Covid-19 of students who asked for help from the Center of Psychological Counseling of the University of Salerno. (2) Describing the online services of the university’s psychological counseling treatment. Participants: 266 university students, but only 49 were undergoing psychological treatment during the Covid-19 lockdown at the center. Methods: (1) Semistructured interview; (2) Questionnaire consisting of sociodemographic information and ad hoc questions; and (3) Scl-90-r test. Results and Conclusions: Aim 1: The main results highlight high levels of anxiety and stress, concentration disorders, and psychosomatization. In several cases, there was a reactivation of previous traumas and sleep was found qualitatively compromised. Aim 2: Counseling services included telephone listening activities, online psychological interviews, psychoeducational groups for interventions of anxiety management, and workshops on study methods conducted in small groups. The online counseling intervention, in times of emergency, increased the resilience and identified any psychological problems in order to implement timely management.
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Alvarez, Jennifer, Craig Rosen, Kim Davis, Greg Smith, and Malachy Corrigan. "“Stay Connected”: Psychological Services for Retired Firefighters after 11 September 2001." Prehospital and Disaster Medicine 22, no. 1 (February 2007): 49–54. http://dx.doi.org/10.1017/s1049023x00004337.
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AbstractIntroduction:A large number of firefighters retired after 11 September 2001. These retirees were confronted with multiple challenges, including grief, trauma- related physical injuries and psychological distress, difficulties related to the transition of their roles, and deterioration of social support.Objective:The Fire Department of NewYork (FDNY) Counseling Service Unit's “Stay Connected” Program designed and implemented after 11 September 2001 is described in this report. This unique program was designed to usea combination of peer outreach and professional counseling to address the mental health needs of retiring firefighters and their families.Methods:Descriptive information about the intervention program was gathered through semi-structured interviews with Counseling Service Unit staff. Client satisfaction surveys were collected during three six-week periods.Results:Quantitative data indicate that clients rated their overall satisfaction with the clerical and counseling staff a perfect 4 out of 4. The report of their overall satisfaction with the services also was nearly at ceiling (3.99 out 4).The perceived helpfulness of the services in resolving the problems experienced by the clients increased significantly over time.Qualitative data indicate that peer involvement and intensive community outreach, i.e., social events, wellness activities, and classes, were integral to the success of the intervention.Conclusions:This project provided valuable lessons about how to develop and implement a “culturally competent”intervention program for public safety workers retiring after a disaster. Creative, proactive, non-traditional outreach efforts and leveraging peers for credibility and support were particularly important.
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FIRAT, Meryem, Yalçın KANBAY, Mehmet UTKAN, Burcu DEMİR GÖKMEN, and Ayşe OKANLI. "COVID-19 Pandemisinde Hizmet Veren Sağlık Çalışanlarının Psikososyal Zorlanmaları: Türkiyeden Nitel Bir Çalışma." Gevher Nesibe Journal IESDR 6, no. 13 (July 25, 2021): 74–80. http://dx.doi.org/10.46648/gnj.240.
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This study aims to identify the psychosocial difficulties experienced by the healthcare professionals during the COVID-19 pandemic. This study utilized a qualitative research method, and the data were collected in June 2020. The sample consisted of 31 healthcare professionals who provided care and treatment to individuals with suspected or confirmed coronavirus and agreed to participate in the study. Data were collected through 7 open-ended questions inquiring how healthcare professionals' work, family, and social lives as well as psychological status were affected by the pandemic. Data were analyzed using content analysis. The results revealed that while providing care and treatment, healthcare professionals had difficulties due to wearing protective equipment; they reportedly had problems in breathing or seeing the procedures they performed. It was also found that the participants experienced high levels of anxiety and various psychological, physical, social and familial problems, fatigue, insomnia, tension, nervousness, and loss of appetite. When healthcare professionals experience high levels of anxiety during the epidemic, showing symptoms such as fatigue, insomnia, irritability and loss of appetite. They were very concerned about whether the patients would recover. It could be recommended to change the design of the equipment used by healthcare professionals. In addition, those who experienced problems with anxiety were informed about how to access psychological counseling services.
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Mahmudah, Kharisma Noor Latifatul, Wantini Wantini, and Ruri Afria Nursa. "Strategi Bimbingan Konseling dalam Perspektif Islam untuk Meningkatkan Prestasi Belajar serta Akhlak Peserta Didik." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 50–57. http://dx.doi.org/10.19109/muaddib.v3i1.6022.
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This research aims to watch the extent of guidance and counseling teacher services in improving student learning achievement shape Islamic morals on students. This research approach is a qualitative research with a descriptive approach. The data source of this research was through the assistance and role of the Guidance and Counseling teacher to 88 students who were sampled. Data collection instruments were carried out by interview and questionnaire. The collected data is then collected, analyzed and interpreted into a whole new concept and also fres. The result of the research is the role of the guidance teacher has included a good classification. But there are still several factors that cause students to experience learning difficulties, for example, factors from within the individual consisting of physiological and psychological factors. Physiological factors are physical conditions and the five senses. While psychological factors, namely talent, interest, intelligence, achievement motivation and cognitive abilities. While the Guidance and Counseling teacher strategy in improving student learning achievement, for example, is correlating between the Guidance and Counseling teacher with parents or homeroom teachers who know the learners' personalities in depth to better know what problems have occurred.
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Khanova, Zoya G., Muslimat G. Akhmedova, and Olga I. Kaiasheva. "Distance learning of psychology students in the context of a pandemic: an analysis of the experience gained." SHS Web of Conferences 103 (2021): 01002. http://dx.doi.org/10.1051/shsconf/202110301002.
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The conditions of the COVID-19 pandemic have led to difficulties in teaching students majoring in psychology, and the need to develop recommendations for universities to improve the system of distance learning at higher education institutions. Training of practical psychologists requires mandatory full-time participation in sessions of psychological counseling, passing supervision, familiarization with the leading areas of psychological counseling and psychotherapy, psychodiagnostics, and psychocorrective measures. These aspects are complicated by the restrictions caused by the pandemic, which complicates also the subsequent internship based on psychological centers, and the need to conduct practical training courses in a remote format. The purpose of the present research is to identify opportunities to improve the efficiency of distance learning for students majoring in psychology as well as university teachers in the context of the pandemic. The developed recommendations will be useful for improving the learning process of students of psychological specialties at higher education institutions. The proposed recommendations concern changes in the schedule of the university curriculum, and providing qualified support to teachers and students from the university’s psychological service and administration, implementing master classes for university practitioners, providing free access to video recordings of sessions of leading psychology consultants, as well as free practical online conferences and webinars of professional psychological and psychotherapeutic communities.
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Sikorski, Jacek. "Implementation of an individualized education path at school – legal assumptions and practical solutions." Problemy Opiekuńczo-Wychowawcze 582, no. 7 (September 30, 2019): 13–26. http://dx.doi.org/10.5604/01.3001.0013.5394.
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The individualized educational path is one of many forms of psychological and pedagogical help offered to the pupil on school grounds. It is a form of support for pupils with difficulties in functioning, mainly due to their health condition. It is implemented by pupil based on the opinion issued by a psychological and pedagogical counseling center. Due to the fact that the individualized education path is a new form of psychological and pedagogical help, attempts have been made to research this area. In order to learn about the procedure for its organization and implementation on school grounds, a questionnaire was used, which was addressed to school pedagogues. The obtained research results indicate: its proper organization in accordance with the procedures, cooperation of teachers with specialists employed in the school, cooperation of pedagogues with psychological and pedagogical counseling center, and above all with parents of the pupil covered by the individualized education path. The obtained results allowed to formulate the most important conclusion: the individualized education path is a form beneficial to the pupil, giving a chance to improve its functioning, both in the educational, emotional as well as social spheres.
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Shevchenko, Volodymyr, and Viktoriia Kopach. "Psychological features of working with destructive conditions of elderly people." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 2 (21) (2021): 75–80. http://dx.doi.org/10.33310/2078-2128-2021-21-2-75-80.
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This article highlights the psychological features of counseling with problem clients of old age and there adiness of future and practicing psychologists for this work. It is determined that the modern world, duetoits complexity, dynamism and contradictions, creates various problems for the elderly and actively in terferesin his personal space. All this has a negative effecton the health of the elderly and onthestate of their mental well-being. This leads to certain changesin the personality of the old person: in creased feelings of in feriority, in security, fluctuationsin self-esteem, increased sensitivity; depressed mood, feelings of loneliness, helplessness, anxiety, reducedefficiency; restructuringofthe motivational-needs system, valueorientations; adjustmentof «I-concept»; in creasing interestin experiencing the past, its revaluation; exacerbation and changesin some traits; decreas edvoliti on alactivity, apathymayoccur. As a result, the number of elderlypeoplein need of psychological helpissig nificantly increasing. At the same time, dueto subjective and objective reasons, they may not always behavea dequately during psychological counseling, preventing specialists from solving their psychological problems. It was fo undthat the problem clients of the psychologists hould include: anxious individuals; individuals who experiencefear and phobias; hostileandaggressiveindividuals; unmotivatedclients; customers with inflatedrequirements; individuals who experienceguilt (loss); payingcustomers; hysterical personalities; obsessive personalities; paranoid personalities; schizophrenic personalities; antisocial personalities; individuals who abusealcohol; individuals in a state of depression and suicidalideation. Counseling for the elderly can be carried out on the following issues: severeloss and acutegrief, lossoffunctionalability, difficulties or conflictsin relationships and communication, understanding and changingliving conditions, adaptation to new life circumstances, needs assessment, work withstress, loss of meaningin life , fear of death, etc.
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Groomes, Darlene A. G. "The Matrix: Suggesting a New Approach to Rehabilitation Assessment." Journal of Applied Rehabilitation Counseling 33, no. 4 (December 1, 2002): 22–26. http://dx.doi.org/10.1891/0047-2220.33.4.22.
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Clinical judgments made during the assessment process can affect the outcome decisions that rehabilitation counselors construct about consumer performance. The individualized nature of rehabilitation assessment seems to demand a more uniform and consistent way of making sense of the various data resulting from the assessment process. Few suggestions for organizing the assessment data have been presented in rehabilitation counseling literature. Particular difficulties in making clinical judgments are reviewed, and a psychological model for organizing assessment information is suggested for enhancing clinical judgments. The result of using the matrix may assist counselors in making more accurate hypotheses about consumer performance, and in developing treatment plans with consumers. Implications for rehabilitation counseling education, practice, and research are provided.
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Padawe, Dimple, Vilas Takate, and Tanay Gunjikar. "Successful Management of Feeding Difficulties in Patient with Severe Bilateral Cleft Lip and Palate." Journal of Contemporary Dentistry 4, no. 2 (2014): 124–26. http://dx.doi.org/10.5005/jp-journals-10031-1081.
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ABSTRACT Cleft lip and palate is one of the most common developmental disorder found in humans. A child born with cleft lip and palate has plethora of complex problems, such as feeding difficulties, middle ear diseases, dentofacial abnormalities, slow weight gain, and even failure to thrive. Feeding difficulties are the main cause of distress for both the child and mother, and may also lead to psychological maladjustment of child in later life. Various methods have been described to overcome feeding difficulties faced child and mother. This case report describes a case of severe bilateral cleft lip and palate (Veau's class IV cleft) successfully managed by fabrication of simple feeding plate and counseling of mother. How to cite this article Padawe D, Takate V, Gunjikar T. Successful Management of Feeding Difficulties in Patient with Severe Bilateral Cleft Lip and Palate. J Contemp Dent 2014; 4(2):124-126.
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Biasi, Valeria, Luca Mallia, Paolo Russo, Francesca Menozzi, Rita Cerutti, and Cristiano Violani. "Homesickness Experience, Distress and Sleep Quality of First-Year University Students Dealing with Academic Environment." Journal of Educational and Social Research 8, no. 1 (January 1, 2018): 9–17. http://dx.doi.org/10.2478/jesr-2018-0001.
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AbstractThe literature shows that homesickness can have a negative impact on different areas of psychological functioning such as cognitive, emotional, behavioral, physical and social ones. The study, conducted on a sample of first-year university students, aimed to test a model hypothesizing that two distinct dimensions of homesickness, attachment to home and disliking university, could have both direct and indirect effects on their psychological distress and sleep difficulties. Two hundred and seventy-seven first-year students (70.4% Female) living away from home (mean age= 21.3, SD= 2.7) were included in the study and filled out questionnaires assessing homesickness, psychological distress and sleep difficulties. Structural Equation Model (SEM) analysis confirmed that the two homesickness dimensions worked differently since only the one relating to new place adjustment difficulties (i.e. disliking the university) resulted having both direct and indirect effects on students’ sleep difficulties. Although female students reported higher levels of psychological distress compared to males, the multi-group SEM analysis showed that the pattern of multivariate relationships linking the two dimensions of homesickness, psychological distress and sleep difficulties, was invariant across gender. The results of the present study suggest that university counselling and guidance services should quickly screen students experiencing homesickness and offer effective counselling programs focusing on enhancing their capacities to deal with the new academic environment.
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Rosenthal, Susan L., Shari Knauer-Black, Mary Pat Stahl, Thomas J. Catalanotto, and Dennis L. Sprecher. "The Psychological Functioning of Children with Hypercholesterolemia and Their Families." Clinical Pediatrics 32, no. 3 (March 1993): 135–41. http://dx.doi.org/10.1177/000992289303200302.
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The medical aspects of hypercholesterolemia have been studied extensively, but little research has addressed the psychological aspects of screening and treatment of the disease. This study compared the functioning of 32 children, ages 8 to 11 years, and their respective families. Eighteen children had hypercholesterolemia, and 14 had normal cholesterol levels. Responses on several psychological measures showed no differences between the two groups. Thus, hypercholesterolemia appears not to cause major psychological difficulties for children and their families. Analysis showed that those families reporting good dietary choices were more cohesive, more organized, and less conflictual than families who reported fair-to-poor dietary choices. Thus, family functioning may be related to dietary practices. These findings suggest that concern about negative psychological consequences of cholesterol screening is unfounded. Also, families for whom dietary modifications are critical may benefit from family-centered treatment as well as dietary counseling.
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Zaretsky, V. K., and T. M. Chernikova. "Solving creative tasks by the teenagers as a model of overcoming problem situation." Консультативная психология и психотерапия 23, no. 2 (2015): 37–56. http://dx.doi.org/10.17759/cpp.2015230203.
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The article presents the results of a study of pupils' cognition with varying academic progress during solving creative problems. There are analyses of the characteristics of such cognitions as productivity, independence, self-discipline. Creative problem is considered as a model of problem situations that may appear in other activities, including education. Observed regularities characterizing features of cognition in different groups of pupils are encouraged to use in practice as "resources" and "targets" in the counseling psychological support pupils of medium school in overcoming educational difficulties.
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Hronis, Anastasia, Lynette Roberts, and Ian Kneebone. "Assessing the Confidence of Australian Mental Health Practitioners in Delivering Therapy to People With Intellectual Disability." Intellectual and Developmental Disabilities 56, no. 3 (June 1, 2018): 202–11. http://dx.doi.org/10.1352/1934-9556-56.3.202.
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Abstract Research supports the use of psychological therapies among people with mild to moderate intellectual disability (ID). One barrier to people with ID accessing psychological treatments is the confidence of mental health practitioners. This article explores the confidence of Australian clinicians in providing therapy to people with ID. One hundred and fifty-two psychologists and counselors in Australia completed a survey exploring self-reported confidence when working with clients who have ID and mental health difficulties. Clinicians were most confident with generic counseling skills, but less confident with elements of assessments and interventions. The use of treatment protocols was endorsed as helpful particularly among those with low confidence. This highlights the need for dissemination of treatment guides and training to help increase clinician confidence.
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Coyle, Catherine T., Priscilla K. Coleman, and Vincent M. Rue. "Inadequate preabortion counseling and decision conflict as predictors of subsequent relationship difficulties and psychological stress in men and women." Traumatology 16, no. 1 (2010): 16–30. http://dx.doi.org/10.1177/1534765609347550.
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Aslan, Mehmet. "Existence or Non-Existence of a Therapist in Group Counseling and Stages of the Group Development with Variant Characteristics Occurring Throughout the “Breakfast Club”." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 144. http://dx.doi.org/10.26417/ejls.v4i1.p144-148.
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The role of a therapist is a high stake issue in group counseling for its variant roles in providing safe havens, not only in regard with providing a secure setting but also for the overall development of all group members as they go through some certain stages until they reach a termination of meetings as in achieving the desired change in the behavior among the group members. One of the well-known roles tailored to a therapist in group counseling is being a moderator rather than being a therapist as well as being a counselor, and\or psychologist etc. Thus, the question of the need for existence or non-existence of a therapist in group counseling arises given that the group members take such roles instead. In this study, the inquiry of an answer to such a question is investigated together with developmental stages observed on a 5 membered counseling group in “Breakfast Club” that has no therapist; instead the members of the counseling group take the role of a therapist one for another to overcome their psychological difficulties, and moderate the 5 stages of the development together with an additional stage that can be called post termination stage or follow up of the development.
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Garanian, N. G., Y. V. Zakharova, and M. G. Sorokova. "Ethical Attitudes of Russian Counseling Psychologists: Field of Disagreement and Potential Conflicts." Консультативная психология и психотерапия 28, no. 1 (2020): 87–112. http://dx.doi.org/10.17759/cpp.2020280106.
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The study is aimed at the identification of ethical beliefs in the group of Russian counseling psychologists. As a part of the anonymous online survey 217 counseling psychologists and psychotherapists completed the Inventory of Attitudes and Beliefs about Ethical Issues (Herlihy, Corey, 2014). Four experts (psychologists with advanced knowledge on counseling ethics) sorted out the inventory’s items into the categories of ethically indisputable (EID) and ethically disputable (ED). The findings indicate that about a fifth of the respondents are practicing without a degree in psychology, and 40% didn’t get psychotherapeutic approach-specific training. Low consistency in the ethical beliefs of Russian counseling psychologists has been demonstrated. Kohen’s cappa as a measure of inter-rater reliability among four experts was 0.512; this score is significantly lower than recommended. 44.7% of the respondents agreed with beliefs the experts attributed to EID, and 45.6% agreed with at least several ED beliefs about psychological counseling. Points of maximal disagreement between research participants were the possibility of dual relationships with clients, the obligation to conduct screening for potential counseling group members, the requirement to practice strictly within the scope of one’s license, and seeking for informal resolution in the case of a violation of an ethical standard by another counselor. Research findings are predictive of significant discrepancies in the ethical beliefs of Russian counselors and difficulties in collegial decision-making on ethical issues.
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Zaretsky, V. K., and I. A. Nikolaevskaia. "Multi-Dimensional Model of the Zone of Proximal Development as a Way to Analyze the Dynamics of the Child’s Development in Learning Activity." Консультативная психология и психотерапия 27, no. 2 (2019): 95–113. http://dx.doi.org/10.17759/cpp.2019270207.
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This paper describes the possibility of using a multi-dimensional model of the zone of proximal development for a qualitative analysis of the cognitive-personal dynamics of a child’s development in the process of overcoming learning difficulties. The model was developed in the framework of the reflective activity approach to the provision of advisory assistance. The use of this model for analyzing the dynamics of the cognitive-personal development of a child makes it possible to establish “developmental steps” recorded as new formations in the cognitive abilities of the child and to determine the personal characteristics associated with the primary cognitive changes. A case of providing counseling psychological and pedagogical assistance by means of a reflective-activity approach was considered, the situation was assessed at the beginning of the counseling process and after 8 sessions, the main changes were reflected. To describe the initial and subsequent picture and the changes that occurred, a multi-dimensional model of the zone of proximal development was used.
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Zaretsky, V. K., and A. B. Kholmogorova. "Pedagogical, Psychological And Psychotherapeutic Help In Overcoming Learning Difficulties To Facilitate Development." Консультативная психология и психотерапия 25, no. 3 (2017): 33–59. http://dx.doi.org/10.17759/cpp.2017250303.
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The paper discusses theoretical foundations for organising the work and interaction of various specialists who help children with learning difficulties (teachers, counsellors, therapists). The multidimensional model of the zone of proximal development based on cultural-historical psychology and developed in the theoretical framework of the Reflection and Activity Approach is proposed to be such a basic value. We connect different types of help to various developmental dimensions and consider them as technologies to enhancing the client’s development. We elaborate on the essence of such concepts as collaboration, zone of proximal development, agency, reflection, and problem’s epicentre. We present different ways of operational use of these concepts as applied to helping children with learning difficulties. The concept of double resource that we propose is important for developing new techniques of working within the zone of proximal development; it is this basis that certain technologies of organising the client’s reflection are relying on. We provide examples of counselling children using this approach.
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Popova, L. M., and T. S. Pukhareva. "Protective and coping behaviour of representatives of socionomic professions with different professional experience." Vestnik Universiteta, no. 7 (September 9, 2021): 199–204. http://dx.doi.org/10.26425/1816-4277-2021-7-199-204.
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The results of a theoretical and empirical study of psychological defenses and coping strategies of behaviour among employees of social service institutions are presented. The following methods were used in diagnostic procedures: “Life style Index” (R. Plutchik, G. Kellerman) and “Methods of coping behavior” (R. Lazarus and S. Folkman). As a result of the study, the respondents revealed the intensity of psychological defenses of the type “intellectualization”, “reactive education”, “denial” and coping strategies “problem solving planning”, “positive reassessment” and “search for social support”. The correlations of psychological defenses and coping strategies of respondents are interpreted. The specific differences of protective-coping behaviour among employees with different professional experience are shown: employees with up to ten years of experience are more inclined to compensated behaviour, and employees with ten years of experience or more – to self-control, a rational approach to solving difficulties, a responsible attitude to what is happening. The results of the study may be useful in the placement of personnel, in career counseling, in the framework of discourses on professional psychology. And further study of psychological defenses and coping strategies will help to understand the specifics of the professional identity of employees of a socionomic profile.
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Smadi, Entisar Yousef. "The Reality of Married Female Students in the Bachelor’s Degree at the World Islamic Science & Education University W.I.S. E/ Jordan." Modern Applied Science 14, no. 3 (February 26, 2020): 56. http://dx.doi.org/10.5539/mas.v14n3p56.
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The study aimed to identify the difficulties faced married female students, according to the variables: age, number of children, family income, educational level of the husband at the World Islamic Science & Education University, during the second semester of the academic year 2018/2019, the sample of the study consisted of 64 married students, a scale was built that aims to measure the difficulties faced female students as a result of enrollment the university, the scale consists of twenty paragraphs. After conducting the study and result extraction, it appears that married females are enrolled in university studies based on mature decisions, these students were able to adapt well and this was demonstrated by the medium level of difficulties they suffer, and that the most level of difficulties faced female students has to do with the overlap and the increase in household burdens and university assignments, also, most married female students who suffer from difficulties are in the age group 31-40, with no trace of difficulties based on the family’s income, the number of children, or the husband’s educational level. The study recommended providing psychological and educational counseling services for married students in the age group of 31-40 years and create community awareness about the difficulties faced by married students and provide facilities and support for them and amending university study instructions to help contain the special situation of married students.
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K. Zaretskii, Viktor, and Alla B. Kholmogorova. "Pedagogical, Psychological and Psychotherapeutic Help in Overcoming Learning Difficulties to Facilitate Development." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (September 21, 2017): 134–53. http://dx.doi.org/10.51657/ric.v4i1.40998.
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The paper discusses theoretical basics for organising the work and interaction of di˙erent specialists helping children with learning diÿculties (teachers, counsellors, therapists). The multivector model of the zone of proximal development based on cultural-historical psychology and developed in the theoretical framework of Reflection-Activity approach is proposed as such basic value. We connect di˙erent types of help to various developmen-tal vectors and regard them as technologies to enhancing the client’s development. We reveal the contents of such notions as cooperation, zone of proximal development, agency, reflection, and problem’s epicentre. We present di˙erent ways of operationalizing these notions applied to aiding children with learning diÿculties. The notion of dual resource we propose is important for developing new techniques of working in the zone of proximal development; it is this basis certain technologies of organising the client’s reflection are relying on. We give examples of counselling children in such way and present a com-parative analysis of the counsellor’s work with action schemas and cognitive-behavioural therapist’s work with problematic emotional states and behaviours in children with learn-ing diÿculties. The theoretic system we disclose helps to comprehend the famous quote from Lev Vygotsky: “one step in learning may signify a hundred steps in development”.
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Ramaeker, Joey, and Trent A. Petrie. "Athletic Trainers’ Perspectives on Sport Psychology: Professional Roles, Training, and Referrals." Sport Psychologist 29, no. 3 (September 2015): 278–87. http://dx.doi.org/10.1123/tsp.2014-0079.
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We explored athletic trainers’ (ATs) beliefs regarding the roles of fellow ATs and sport psychologists (SPs) when working with athletes, and assessed where ATs’ typically refer athletes with psychological concerns. ATs’ beliefs and referral preferences across three hypothetical sport performance scenarios also were evaluated. ATs viewed aiding athletes’ psychological recovery from injury as their most acceptable role followed by teaching mental skills and counseling regarding personal issues. ATs rated SPs’ roles similarly. Regarding the scenarios, ATs were most likely to refer to a SP when performance was affected by mental factors. Considering performance difficulties attributed to interpersonal concerns, ATs were most likely to refer to a counselor. When recovering from physical injury, ATs viewed referring to a sport psychologist and assisting on their own as equally viable options. ATs’ views regarding their roles and referral preferences likely reflect educational and clinical experiences. Collaboration between athletic training and sport psychology professional organizations and individual professionals is warranted to enhance athlete care.
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Pilyugina, Elena R. "Two-dimensional classification of psychological defense mechanisms." Вестник Пермского университета. Философия. Психология. Социология, no. 2 (2020): 270–80. http://dx.doi.org/10.17072/2078-7898/2020-2-270-280.
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The paper proposes the author’s classification of psychological defense mechanisms, consisting of 20 mechanisms and representing a two-dimensional model. The idea of this model is that these mechanisms have a cross-relationship between 4 levels of the hierarchy (psychotic, infantile, neurotic, and adaptive groups) and 5 types of overcoming frustration which are the basis for the formation and functioning of the defense mechanism. The novelty of the article is the idea that each of the 20 defense mechanisms belongs to one of the 5 types of overcoming frustration — distracting type (mechanisms of regression, action out, compensation, sublimation), «guilty» type (mechanisms of hypochondria, passive-aggressive behavior, reactive formation, altruism), avoiding type (mechanisms of repression, denial, avoidance, suppression), rationalizing type (mechanisms of dissociation, displacement/transfer, rationalization, humor), controlling type (mechanisms of isolation, projection, omnipotence, anticipation). The paper provides description of the defense mechanisms, examples of their manifestation, and possible reasons for their formation. The substantiation of the defense mechanisms’ belonging to the particular groups and types of classification is given. The classification is proposed as a convenient diagnostic tool for counseling psychologists, because it has an optimal number of defense mechanisms, fairly clear criteria for their determination, their location in the structure of psychological defense and the basis for their functioning. The article also provides an overview of current classifications of defense mechanisms and voices problems related to the identification and streamlining of defense mechanisms. These problems are the subtlety of semantic difference and blurring of borders between defense mechanisms, different interpretations in terminology due to difficulties in translation from foreign languages, differences in approaches to hierarchy of defense mechanisms.
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Romanova, Evgenya S., Ludmila I. Bershedova, Svetlana N. Tolstikova, Elina N. Rychikhina, and Tatiana Yu Morozova. "Fulfilment of personal potential by high school graduates in time of career choice." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 423–32. http://dx.doi.org/10.18844/cjes.v15i3.4908.
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The paper presents results of the desktop analysis on the current status of the problem of the personal potential in terms of psychology. It provides the author's understanding of the term as the formation consistent and structured in its psychological aspect. This is the analysis of the characteristics that the career choice has and the difficulties that the graduates face in this process. We believe that substantial resources for the independent and responsible career choice are inherent in the personal potential. According to the research methods, the structure of the personal potential includes intra and interpsychological characteristics. Internal factors relate to the non-acceptance of the choice situation, the lack of skills that are necessary for subjective construction of its process. They also come from hesitation, lack of confidence, poor self-concept, internal conflicts, low community commitment, etc. In most cases, the powerful influence of relevant adults is an external obstacle. The data obtained justify a need in psychological and education counseling to develop the personal potential of graduates. In this regard, one of the main tasks is to provide graduates with competent and comprehensive support to overcome difficulties in the process of making the career choice and personal potential development.
Keywords: personal potential, career choice, person’s social resources, individual opportunities, commitment of graduates, self-control resources;
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Hönigová, Sylva, and Jana Mrázková. "Model spolupráce v rámci systému školního poradenství při stanovování podpůrných opatření." TESTFÓRUM 4, no. 5 (March 17, 2015): 79–92. http://dx.doi.org/10.5817/tf2015-5-42.
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Článek popisuje proces identifikace a nápravy obtíží ve vzdělávání u žáka základní školy. Vychází z pojetí tzv. třístupňového modelu péče, který klade důraz právě na proces oproti jednorázovým zjištěním. Popisuje možný model spolupráce školního poradenského pracoviště a školského poradenského zařízení. Celý diagnostický proces obou pracovišť na sebe navazuje a směřuje k efektivní podpoře. V odborných zprávách a dalších dokumentech jsou popsány projevy žáka, formulovány závěry a především podpůrná opatření ve prospěch žáka. Cílem článku je přispět k diskusi o procesu diagnostiky a formulování závěrů a doporučení k intervenci ve školním poradenství v kontextu probíhajících a chystaných změn v českém pedagogicko-psychologickém poradenství.This paper is focused on identification and intervention process in the context of educational difficulties within pupils from 1st through 9th grade. It is based on a 3-level model, which accents the procedural approach instead of one assessment conclusions. It describes a cooperation model between school counseling center and pedagogical-psychological counseling center. The whole diagnostic process in both centers is continuous and cooperative and aims at providing an effective support. Case reports and other documents describe a pupil´s behavior, conclusions and especially supportive measures which the pupil benefits from. This paper´s aim is to contribute to discussions concerning the diagnostic process, conclusions forming and recommendations for intervention in the context of ongoing changes in the Czech system of psycho-educational counseling.
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Oliveira, Maria Lilian Coelho de, Clarissa de Rosalmeida Dantas, Renata Cruz Soares de Azevedo, and Cláudio Eduardo Muller Banzato. "Demographics and complaints of university students who sought help at a campus mental health service between 1987 and 2004." Sao Paulo Medical Journal 126, no. 1 (January 2008): 58–62. http://dx.doi.org/10.1590/s1516-31802008000100011.
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CONTEXT AND OBJECTIVE: Client characterization is an important step in evaluating the services offered by campus counseling and mental health centers and in their further planning and development. The objectives here were to describe reported complaints and demographics among students who sought counseling/mental healthcare at a Brazilian campus mental health service over a 17-year period and to compare these characteristics with those of the general university student body. DESIGN AND SETTING: Retrospective study at the Psychological and Psychiatric Service for Students (SAPPE), Universidade Estadual de Campinas (Unicamp). METHODS: The participants were all of the 2,194 students who sought counseling/mental health care at SAPPE from 1987 to 2004. Information was obtained from clients’ clinical charts. Unicamp’s database was consulted for general information on its students. RESULTS: The findings indicated overrepresentation, among the clients, of undergraduates, female students, students from Brazilian states other than São Paulo, students living in the campus residence hall and those whose main source of income was a scholarship grant. We also found overrepresentation of Humanities and Arts students among the clients. The most frequently reported complaints were difficulties in interpersonal relationships, family conflicts and poor academic performance. CONCLUSION: Course level (undergraduate or postgraduate), study field, living in a university residential facility and reliance on a scholarship grant were found to influence the behavior of seeking mental health counseling among Brazilian university students in this study. Course level was found to influence the pattern of complaints reported at first contact with the mental health service.
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Dos Santos, Luis Miguel. "The Challenges of Public Health, Social Work, and Psychological Counselling Services in South Korea: The Issues of Limited Support and Resource." International Journal of Environmental Research and Public Health 17, no. 8 (April 17, 2020): 2771. http://dx.doi.org/10.3390/ijerph17082771.
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Public health, social work, and psychological counselling professions in South Korea are facing challenges of human resource shortage and shortage of professionals who can provide multilingual services. The purpose of this study was to explore and understand why public health, social work, and psychological counselling services degree graduates and professionals with multilingual skills in South Korea decide to leave their professional field to the hospitality and business industries, particularly for those who completed their initial training at one of the international universities. Based on the approach of the Social Cognitive Career Theory, individuals’ self-efficacy, outcome expectations, interests, and goals were examined and considered. The data were collected from 12 participants with the methodology of interpretative phenomenological analysis. The general inductive approach was employed to categorize the themes for reporting. The results indicated that public health, social work, and psychological counselling services-related positions are not available, modelling from peers, and lack of career development skills are the primary difficulties of public health, social work, and psychological counselling services graduates. The completion of this study provides clear recommendations to educators, policymakers, school leaders, human resource planners, and university administrators to improve their curricula and school counselling for public health, social work, and psychological counselling services graduates and the next generation.
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Pham, Nam Tien, Le Tu Hoang, Nguyen Kim Oanh, Nguyen Khac Liem, and Hoang Van Minh. "Demands and Factors Associated to Psychosocial Support of Cancer Patients at Vietnam National Cancer Hospital." Asian Social Work Journal 4, no. 3 (July 11, 2019): 35–46. http://dx.doi.org/10.47405/aswj.v4i3.99.
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Cancer patients in Vietnam are increasing exponentially in numbers, with great demands for psychosocial support. This study explored the demands for the psychosocial support of cancer patients at Vietnam National Cancer Hospital and several associated factors. This is a cross-sectional survey, qualitative and quantitative study, and conducted from April to September 2017. This study utilized the structured questionnaire of 418 cancer patients, 8 in-depth interviews and 3 focus group discussions. Results of the study showed that cancer patients have different demands for 6 types of psychosocial support services, specifically: visiting about health and family difficulties (86.1%), providing information on supporting networks for cancer patients (75.7%), psychological counseling and consultation (68.4%), psychotherapy (49.9%), Consultation on self-care for appearance (39.1%), and Consultation on social communication (38.6%). Factors associated to cancer patients’ demands for psychosocial support at Vietnam National Cancer Hospital are gender, the number of treatments, and psychological states. In addition, to improve the quality of life for cancer patients, Vietnam National Cancer Hospital should promote psychosocial support activities for cancer patients, based on associated factors.
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Smirni, Pietro, Gioacchino Lavanco, and Daniela Smirni. "Anxiety in Older Adolescents at the Time of COVID-19." Journal of Clinical Medicine 9, no. 10 (September 23, 2020): 3064. http://dx.doi.org/10.3390/jcm9103064.
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Corona Virus Disease-19 (COVID-19) is a catastrophic health risk, with psychological, emotional, social, and relational implications. From the early stages of the virus spread, the elderly population was identified as the most vulnerable, and health authorities have rightly focused on this frailer population. Conversely, less attention was given to the emotional and psychological dimensions of children and adolescents. Moreover, even though they were the subjects whose lives and health were at low risk, they, nevertheless, had to face a reality full of anxiety, fears, and uncertainties. The current study investigated the state of anxiety and emotional awareness in a sample of healthy older adolescents, 84 females and 64 males, aged 17 to 19, during the pandemic lockdown, using the Self-Rating Anxiety Scale and the Italian Emotion Awareness Questionnaire. An unexpected anxious phenomenology was found, affecting anxiety and the ideo-affective domain, while somatic symptomatology appeared to be less severe. The highest anxiety symptoms were breathing difficulties. These findings supported the hypothesis that the COVID-19 pandemic may be a risk condition for an increased state of anxiety in older adolescents and suggested the need to provide (1) an effective, empathic communication system with direct participation of older adolescents, (2) a psychological counseling service for the stress management of adolescents.
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Ningsih, Fitriani. "UPAYA PENINGKATAN KUALITAS HIDUP LANSIA DI PANTI WERDHA SINTA RANGKANG." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 3, no. 1 (July 18, 2018): 15–19. http://dx.doi.org/10.33084/pengabdianmu.v3i1.22.
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Panti werdha / Jompo is a home or shelter for elderly (elderly). A means by which the elderly are provided with facilities, 24-hour services, activity schedules, and entertainment required as per the elderly. Certainly in the management of nursing homes cannot be separated from the obstacles and difficulties in managing the werdha home. One is the lack of fulfillment of eating and drinking for the elderly, in addition to facing the elderly who are experiencing a decline in health, or psychological disorders such as irritability, difficulty sleeping, depressed, nervous, lonely, impatient, tense, anxious and depressed. This activity aims to improve the quality of life of the elderly through promotive and preventive approaches, namely by conducting elderly health checks such as height measurement, weight, blood pressure, supplementary feeding, and elderly gymnastics and health-related counseling of the elderly. The method used in this activity is the method of counseling, where the counseling is done in Room Hall Panti Werdha Sinta Rangkang. The number of elderly people in Panti werdha Sinta Rangkang that is as much as 80 elderly, but who follow this activity only amounted to 62 people only. Because some elderly there is a sick so it takes a total bedrest. The results achieved from this activity is the implementation of this activity well, collecting data results of health examination of elderly as well as the increasing knowledge of elderly related to the health of elderly.
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Zavatska, Nataliya, Marianna Toba, Yevgeniya Kashirina, and Liliya Boiaryn. "Psychological correction of preschool children with adaptation disorders." Теоретичні і прикладні проблеми психології, no. 3(50)T3 (2019): 108–18. http://dx.doi.org/10.33216/2219-2654-2019-50-3-3-108-118.
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The article deals with the psychological peculiarities of the personality of preschool children with adaptation disorders and the means of their correction. It is shown that the study of socio-psychological factors of adaptation disorders in preschool children and their correction is due to the need to understand the problems associated with the presence of preschool children who have difficulties in the process of social adaptation. This category includes children who have adaptive reactions with disturbances in the emotional sphere (with complaints of parents on anxiety, fearfulness, tearfulness, daily fluctuations of activity, mood), in the behavioral sphere (with complaints of parents on irritability, aggressiveness, negativity, negativity relations with others), with mixed disorders (children whose parents have sought help in connection with anxiety, anxiety, fearfulness of the child - on the one hand, and its aggressiveness, irritability, conflict - on the other). Given that adaptation disorders among preschoolers are included in the structure of neuroses, neurodevelopmental disorders, they are the correlate of pre-morbid conditions, the issues of their effective correction are especially acute in the face of modern psychological science and practice. The particular importance of adaptation disorders in preschool children is one of the main conscious reasons for parents seeking the help of psychologists and other professionals. Adaptation disorders affect the whole structure of the child's personality and often develop into persistent forms of mental pathology. The focus of the study was the system of psychological correction of preschool children with adaptation disorders. This system was considered as a set of components: individual psychocorrection (for the purpose of psychological processing, resolution of intrapersonal conflict); group psycho-correction (with the aim of increasing social adaptation, correction of interpersonal plan of functioning of personality); family counseling (to create acceptable conditions for a microsocial plan for personality functioning).
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Deahl, Martin P., Adrian B. Gillham, Janice Thomas, Margaret M. Searle, and Michael Srinivasan. "Psychological Sequelae Following the Gulf War." British Journal of Psychiatry 165, no. 1 (July 1994): 60–65. http://dx.doi.org/10.1192/bjp.165.1.60.
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BackgroundThe aim was to study the effect of brief counselling and psychological debriefing following a trauma on subsequent morbidity.MethodWe investigated psychological morbidity in 62 British soldiers whose duties included the handling and identification of dead bodies of allied and enemy soldiers during the Gulf War. Of these soldiers, 69% received a psychological debriefing on completion of their duties. The subjects completed by post a demographic questionnaire, the General Health Questionnaire (GHQ-28) and the Impact of Events Scale.ResultsAfter nine months 50% had evidence of some psychological disturbance suggestive of posttraumatic stress disorder (PTSD); 18% had sought professional help; 26% reported relationship difficulties. Neither prior training nor the psychological intervention appeared to make any difference to subsequent psychiatric morbidity. Morbidity at nine months was more likely in those with a history of psychological problems and those who believed their lives had been in danger in the Gulf.ConclusionsThese findings show that a psychological debriefing following a series of traumatic events or experiences does not appear to reduce subsequent psychiatric morbidity and highlights the need for further research in military and civilian settings.
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Mezey, Gillian C., and Pamela J. Taylor. "Psychological Reactions of Women Who Have Been Raped." British Journal of Psychiatry 152, no. 3 (March 1988): 330–39. http://dx.doi.org/10.1192/bjp.152.3.330.
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Twelve women, reporting rape to the police, were interviewed on three occasions over a 4-month period. Their psychological and behavioural experiences, during that time, were compared with those of 12 controls: women who were attending a Family Planning Clinic and without a history of such trauma, and small numbers of victims of non-sexual assault. All victims showed, initially, high levels of distress or some psychopathology but only the rape victims were reliable in attending follow-up appointments. In all but one case the acute, intense symptoms of distress resolved, but other substantial changes in lifestyle had taken place. The particular difficulties in counselling and research in this area were highlighted by this pilot work. Would-be counsellors should be cautious about taking on this kind of work unless considerable practical and emotional support is available to them.
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Vikhristyuk, O. V., L. A. Gayazova, and G. S. Bannikov. "Educational Psychologists Training Problems in the Field of Prevention of Suicidal Behavior of Adolescents and Youth." Psychology and Law 9, no. 3 (2019): 18–34. http://dx.doi.org/10.17759/psylaw.2019090302.
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The article presents the results of a study of the training problems of educational psychologists aimed to prevent suicidal behavior of adolescents and youths. The data were obtained on the basis of a survey of psychologists and experts. The areas of activity with the greatest difficulties are: first of all, crisis counseling for adolescentsnts and yourth at risk, seocndly, the delivery of emergency psychological assistance to subjects of the educational environment in a risk of suicide. It is demonstrated that psychologists are interested in systemic professional support; the presence of well-developed algorithms of interagency interaction; standards governing the content of activities; increasing the responsibility level (including legal) of parents to follow the recommendations of the educational psychologist. Based on the data received, the requirements for the organization and content of continuing education programs for educational psychologists on the prevention of suicidal behavior of adolescents and youth are formulated.
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Gobaeva, I. R., Z. Kh/ Gusova, and O. O. Soboleva. "Preventive Psychological and Pedagogical Program “I Am a Fifth Grader”." Вестник практической психологии образования 17, no. 4 (2020): 31–39. http://dx.doi.org/10.17759/bppe.2020170403.
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The program “I Am a Fifth Grader” is one of the main programs implemented today in the municipal autonomous institution of additional education the “Doverie” diagnostic and counseling center for children of Vladikavkaz aged 11–12 years. This program was developed and modified on the basis of the Methodological Recommendations for educational psychologists of educational organizations on conducting preventive work with minors experiencing difficulties in learning, upbringing and so-cialization. Has a preventive psychological and pedagogical orientation. The program is aimed at creating the necessary conditions for personal development, adaptation to constantly changing con-ditions, strengthening of psychological health, and the formation of 21st century skills in schoolchil-dren. The program “I Am a Fifth Grader” is implemented in accordance with the Strategy for the de-velopment of education in the Russian Federation for the period up to 2025, taking into account the mentality and region of the republic. The proposed program is based on the work of Russian psy-chologists dealing with the problems of interpersonal relations, adaptation of children of primary school age. The course of this program is built taking into account the individual, age, psychological and physiological characteristics of students and contributes to the achievement of educational goals through the mastery of universal educational actions by students. One of the leading tasks of psychological and pedagogical support is to create conditions for the free development of the per-sonality, expanding the educational space to provide children with the opportunity to gain a variety of social experiences, the formation of social skills necessary in a rapidly changing world, self-development and self-determination. This program involves a whole range of psycho-preventive measures, which are aimed not only at the individual psychological and pedagogical correction of the student's personality, but also at restoring his social status in the peer group.
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Stránská, Zdenka, Ivana Poledňová, and Tereza Koběrská. "Forms of Social Conflicts in Schoolchildren as Perceived by the Children’s Teachers." Polish Journal of Applied Psychology 14, no. 1 (March 1, 2016): 9–24. http://dx.doi.org/10.1515/pjap-2015-0047.
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Abstract Our article deals with social conflicts in “troubled” schoolchildren from the perspective of their teachers. Using Behaviour Assessment System for Children – Teacher Rating Scale (Czech method), a total of 92 schoolchildren have been tested. All the children were identified by their teachers as having behavioural difficulties. The children with behavioural difficulties have been found to engage especially in peer-related social conflicts, which involved negative relationships with classmates and aggressive behaviour, particularly in the younger children (1st to 5th grade of compulsory education). The relevant personality traits included a higher tendency to lie, higher levels of emotional reactivity, and a negative attitude towards one’s own behaviour. Based on the results, a recommendation is given to teachers working with children with behavioural difficulties, to aid prevention and render psychological counselling.
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Maunder, Robert G., Elizabeth C. de Rooy, Brenda B. Toner, Gordon R. Greenberg, A. Hilary Steinhart, Robin S. McLeod, and Zane Cohen. "Health-Related Concerns of People who Receive Psychological Support for Inflammatory Bowel Disease." Canadian Journal of Gastroenterology 11, no. 8 (1997): 681–85. http://dx.doi.org/10.1155/1997/183841.
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BACKGROUND: People with inflammatory bowel disease (IBD) cope with a number of disease-specific concerns, which may result in referrals for supportive counselling.OBJECTIVE: To determine differences between the health-related concerns of people with IBD who seek counselling or are referred for psychiatric assessment and those who have no recent contact with counselling or psychiatry.METHODS: Forty-five consecutive patients with IBD referred for psychiatric consultation and 31 IBD out-patients who had recent counselling were compared with 190 IBD out-patients at the same hospital with no recent history of counselling. Disease-related concerns, demographic data and perceived symptom severity were assessed with self-report instruments.RESULTS: Counselling patients had greater overall intensity of concern. Counselling patients differed from noncounselling patients on several measures related to illness severity and were more likely to be female. Correcting statistically for illness severity and sex, the counselled patients had significantly higher levels of concern about being a burden, pain and suffering, feeling out of control, financial difficulties, feeling alone, sexual performance, feeling dirty or smelly and being treated as different.CONCLUSIONS: Beyond the intensity of their physical suffering, patients who seek counselling report a pattern of concern in which interpersonal and emotional concerns are prominent compared with those of out-patients who do not seek counselling. Clinicians should be aware of interpersonal concerns, which may increase the need for empathic support. Psychosocial interventions in IBD may be indicated without respect to psychiatric comorbidity.
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Castelão Fernandes, T., F. Protti, and P. Belz. "Sexuality of Pregnant Women." Klinička psihologija 9, no. 1 (June 13, 2016): 172. http://dx.doi.org/10.21465/2016-kp-p-0037.
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Objective: Pregnancy is a very special time in women’s life, because it is a period that involves a lot of biological, psychological and relationship changes with their partners. It is in this context of changes that sexuality can be profoundly affected. This research investigates these changes in women sexuality during pregnancy. Design and Method: This is a qualitative and descriptive research that used the study of clinical cases. For this research, there was a group of married women that joined the program. The women were between 25 and 40 years old and got pregnant in the years 2014 and 2015. Results: The results indicate that the main changes in sexuality were: decreased sex drive, insecurities with physical appearance and attractiveness, partner’s jealousy, lack of affection, absence or reduction in the frequency of intercourse, pain during sexual intercourse, fear of not being desired by the spouse, difficulties in reconciling the roles of mother and wife, afraid that the penetration hurts the baby, anxiety about childbirth and concerns with the ideal of being a good mother. Conclusions: Pregnant women experience significant changes in sexuality during pregnancy. These changes can be mitigated with psychological care support, where women may reflect on their fears and anxieties, and to strengthen their selfconfidence and self-esteem. The participation of the partner in this period is crucial, including psychological counseling for the couple. Although it is a time of strong emotions, pregnancy may foster sexual experience and increase the complicity of the partners.
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Zmysłowska, Magdalena. "Current possibilities of psychological and pedagogical assistance in therapy for dyslexic students." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 33–44. http://dx.doi.org/10.5604/01.3001.0014.0909.
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The article shows the current possibilities of psychological and pedagogical assistance in the therapy of students with dyslexia, whose population is estimated at 10-15%. Research indicates that these children, when properly supported and motivated, are able to make progress in learning and achieve success in a variety of areas. The author describes the difficulties faced by students, taking into account specific problems in the area of reading and writing and paying attention to frequently occurring auditory processing disorders. She discusses the issue of student support in school space, also using modern technologies to improve the teaching and learning process. The author presents also the possibilities of using EEG Biofeedback neurotherapy, Neuroflow and Forbrain auditory therapy in working with children to improve their reading and writing skills, citing numerous studies showing the effectiveness of these interactions in dyslexic children. In order for the student support system to be effective, close cooperation between teachers, therapists, and parents is required; however, the analysis of the studies cited in the text indicates that teachers lack crucial knowledge about the conditions of dyslexia, they have difficulties in individualizing didactic work, interpreting the recommendations of psychological and pedagogical counselling centres and they rarely use information and communication technologies in the education process.
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Morozova, Nadezda N., Sergey I. Balyaev, Sergey N. Nikishov, and Boris F. Kevbrin. "Cognitive Psychotherapy Techniques as a Means of Overcoming Negative Experiences of Students." Humanitarian: actual problems of the humanities and education 19, no. 4 (December 31, 2019): 454–63. http://dx.doi.org/10.15507/2078-9823.048.019.201904.454-463.
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Introduction. Today, cognitive therapy is one of the main methods of the cognitive-behavioral approach in psychotherapy, which is one of the leading areas of psychotherapy in the world. Cognitive psychotherapy effectively fights patients’ emotional and personal problems based on the assumption that the causes of a person’s psychological problems lie in thinking errors. Students and young people in general are one of those age groups that, due to a number of objective and subjective reasons experiences special internal conflicts and difficulties. The purpose of the article is to identify the negative experiences of students and the use of cognitive psychotherapy techniques when working with them. Materials and Methods. The solution of research problems was provided by a set of complementary theoretical (analysis of scientific, methodological literature on the studied problem, comparative analysis, comparison, generalization) and empirical (testing, forming an experiment, calculation of rank correlation coefficient) methods. Results. The following problems were identified that are sources of negative experiences among students: problems associated with professional identification; problems associated with disappointment in the chosen specialty; problems in interpersonal relationships associated with avoiding intimacy; problems in interpersonal relationships associated with a strong sense of jealousy; a number of specific problems associated with specific irrational ideas or cognitive distortions. The developed training of rational thinking and recommendations for improving the processes of psychotherapy, psycho correction and psychological counseling, which can be used by the psychological services of universities, are presented. Discussion and Conclusions. The expected effect of the implementation of psycho-therapeutic work based on cognitive therapy techniques is to reduce the level of anxiety, negative feelings of students, increase their self-esteem, which creates a favorable psychological basis for educational activities. The provisions and conclusions create the prerequisites for further studying the potential of cognitive psychotherapy in the practical aspects of normalizing the psychological health of various social and age groups.
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Kovyazina, M., O. Dobrushina, G. Aziatskaya, E. Zarudnaya, D. Spiridonov, and N. Varako. "Specifics of Psychological Consulting of Patients After TBI According to the Structure of Neuropsychological Deficit." European Psychiatry 41, S1 (April 2017): s788. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1508.
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IntroductionPresent article introduces the case of a patient who had traumatic brain injury (TBI) in 2010. During examination V. demonstrated mild sensory aphasia, frontal lobes deficit, memory disorder, limiting beliefs, lack of adequate coping strategies, emotional reactions and disability to describe his feelings and body awareness.Objectives and aimNeuropsychological, correction and psychological counseling performance, considering neuropsychological deficit profile.Methodscounseling was carried out over six weeks in the form of 2 hour sessions once a week. Speech perception impairment was taken into consideration. The process was started with frontal lobe deficit correction. Goal management training was used in conjunction with external control of distractions. Training in structured organization of information has highly improved memorization. Techniques of CBT were used to work with cognitive distortions, dysfunctional beliefs, and self-restricting behavior. Body-oriented therapy was offered to cope with stress factors and vegetative reactions.ResultsV. compensated memory disorder using external sources and motivation. Some adaptive strategies of interaction with people and the outer world were formed. He improved time management skills and learned to follow the priority of current task without distractions. Moreover, he actively started to use body-oriented techniques to regulate his emotional condition. A considerable progress was achieved in understanding his limits and difficulties in everyday life.ConclusionImplementation of psychological consulting according to neuropsychological deficit profile may be effective in interdisciplinary holistic rehabilitation of patients after TBI.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Sieveking, Nicholas, and Greg Perfetto. "A Student-Centered Individual-Level University Retention Program Where Attrition is Low." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (February 2001): 341–53. http://dx.doi.org/10.2190/uw2x-5x2c-6365-2wtn.
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Retention research and intervention strategies at low attrition institutions can often benefit from approaches other than the traditional methods that employ sampling techniques and statistical analysis. For example, many students will predict the likelihood of their own dropping out and then follow-up by requesting university-based counseling services. The difficulties such students describe are often idiosyncratic and may not lend themselves to large-scale categorizations. Often, the students themselves are not fully aware of the reasons for their anticipated withdrawal and make misleading attributions of cause, frequently adopting commonly identified university chalenges. Furthermore, in order to initiate prevention programs, it is not always necessary to know the “real” reason for which a student might withdraw. Rather, individual counseling and/or referrals within a university network, in a package of investigative and clinical services, can further retention while maintaining a neutral stance on the “true” reasons students choose to leave an institution. In many cases, such one-on-one interventions can improve retention even when an actual resolution of the individual's stated problems is not achieved. The current article describes a systematic “student centered” retention program developed under the auspices of a university Psychological and Counseling Center. Through self-identification and follow-up, individuals are assisted with complex issues, which if not addressed, commonly lead to withdrawal. One principle suggested by our work is that, at high retention schools, a useful alternative is promoting reasons for students to stay rather than attempting to predict and resolve the multiple reasons for which they might choose to leave. Additionally, the student-centered retention approach may lead to the identification of university-wide issues, and hence to long-term structural change in the institution.
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Siemionow, Justyna. "Wsparcie rozwoju psychospołecznego ucznia – propozycja nowego modelu działań poradni psychologiczno-pedagogicznej." Kwartalnik Pedagogiczny, no. 65/4 (July 19, 2021): 79–92. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.6.
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Psychological and pedagogical counselling is a multidimensional activity that is permanently inscribed in the school environment. The main goal of counselling in schools is to recognise educational, emotional and social needs of adolescents as well as to offer them support in solving problems and contribute to a perfect realisation of harmony in their development. Changes in pupils’ characteristics, emerging technologies, and paradigm shifts in the disciplines themselves predict unique opportunities and challenges for the future. In this paper I aim to present the activity of the psycho-pedagogical centres in a new perspective which is much more efficient and explicitly includes counselling actions and psychological support for pupils, their parents and teachers. The model under discussion brings many benefits in the field of counselling activity within the school at different levels. Therefore, it contributes to a higher level of effectiveness of psycho-pedagogical activities. The relations with the families and teachers are an important element of the presented counselling activity. The family’s involvement in school life is achieved through participation in parents’ meetings, lectures, main teaching classes or in any other activity from or outside the curriculum. In intervention situations a specialist’s role is to guide the parents with the aim of modelling their children’s behaviour. The groups of specialists are not only permanently attentive to pupils’ needs but their emotional, social and behavioural problems as well. The specialist has a double role in the school environment: a preventive and an intervention role in order to deal with the above mentioned situations and difficulties. The presented article also includes an example of such a model in one of the schools.
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Valluvan, Sahaana, Kruthika Murali, Vinola Duraisamy, and Thiruvenkadam Gopalam. "Temporomandibular joint reankylosis: A case report." Journal of Academy of Dental Education 6 (December 29, 2020): 35–40. http://dx.doi.org/10.25259/jade_2_2020.
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Ankylosis of the temporomandibular joint (TMJ) occurs when the base of the skull fuses with condyle to the mandible. This can cause deleterious effects on the growth and development of the jaws and teeth when occurred in childhood. Recurrence of TMJ ankylosis is a known complication. Studies have contributed to the various treatment options in recurrent ankylosis. The causes of reankylosis of TMJ are due to inadequate gap arthroplasty, insufficient interpositional material, adhesion, and elongation of the coronoid process. This case report is about a 6-year-old female child who is not able to open the mouth. The child was diagnosed with TMJ reankylosis. The treatment consisted of gap arthroplasty with dermis-fat graft along with bilateral coronoidectomy followed by vigorous physiotherapy. Later, full-mouth rehabilitation with speech and functional therapy and psychological counseling was done. Treating TMJ ankylosis is challenging as it has technical difficulties and a high incidence of recurrence. Hence, the treatment is always a multidisciplinary approach inclusive of an oral and maxillofacial surgeon, a pediatric dentist, and a psychologist and a physical therapist.
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Field, Thomas A., William H. Snow, and J. Scott Hinkle. "The Pipeline Problem in Doctoral Counselor Education and Supervision." Professional Counselor 10, no. 4 (December 2020): 434–52. http://dx.doi.org/10.15241/taf.10.4.434.
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The hiring of new faculty members in counselor education programs can be complicated by the available pool of qualified graduates with doctoral degrees in counselor education and supervision, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for core faculty status. A pipeline problem for faculty hiring may exist in regions with fewer doctoral programs. In this study, the researchers examined whether the number of doctoral programs accredited by CACREP is regionally imbalanced. The researchers used an ex post facto study to analyze differences in the number of doctoral programs among the five regions commonly defined by national counselor education associations and organizations. A large and significant difference was found in the number of CACREP-accredited doctoral programs by region, even when population size was statistically controlled. The Western region had by far the fewest number of doctoral programs. The number of CACREP-accredited master’s programs in a state was a large and significant predictor for the number of CACREP-accredited doctoral programs in a state. State population size, state population density, the number of universities per state, and the number of American Psychological Association–accredited counseling psychology programs were not predictors. Demand may surpass supply of doctoral counselor educators in certain regions, resulting in difficulties with hiring new faculty for some CACREP-accredited programs. An analysis of programs currently in the process of applying for CACREP accreditation suggests that this pipeline problem looks likely to continue or even worsen in the near future. Implications for counselor education and supervision are discussed.