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Metaphorical or associative cards are a set of pictures the size of a playing card or a postcard with realistic images (this can be a photograph of a house, road or river) or abstract images. Maps are a professional psychological tool based on working with a visual metaphor.
At the sight of this or that picture, each person has his own set of associations, memories and fantasies, which the psychologist then interprets.
psychology:
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 observing. I'll give you this metaphor: imagine a boy walking into a room holding a pink ball. He starts playing with him, throws him to us, kicks him, then hugs him and cries. Looking at his actions, we can draw some conclusions about the state of the child. But the conclusions are still based on our observations, and the ball is just a tool.
“What can you do about your injury? Just talk her out." Sigmund Freud
Metaphorical cards are like this pink ball - they help us to observe the client and make contact with him. And the client is helped to interact with himself, different parts of his personality - to contact each other.
We see how the conventional boy handles the ball, we see his attitude to the subject. How are cards handled? How do they help the therapist understand something about the client?
THAT.:
Here is an example. Yesterday a woman contacted me about a difficult situation in the family - her relationship with her child, with her mother, with everyone at once went 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 she suddenly realized this: “So this is really about my life. I tend to take care of everyone, but no one takes care of me. And I don't think about myself." And here are her own conclusions - this is the most valuable thing for me.
The purpose of working with metaphorical cards is not so much for me, a specialist, to understand the situation of the client, but to help the client see his situation - family, life - himself, as if from above (in psychology this is called dissociation) and draw his conclusions. Choosing cards, pronouncing what is happening in his life, a person is already beginning to calm down. Freud also said: “What can you do about your trauma? Just talk her out." Clients often admit: while I was talking, I myself understood everything about it. In general, it seems to me that awareness is one of the highest blessings that are available to a person.
What problems do maps help you solve the most?
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. Maps are well combined with different areas of work. They can be successfully used by psychodramatists, art therapists, narrative consultants.
When a person looks at the cards and tells why he chose them and arranged them that way, in the course of the story he himself often finds the answer.
Existential psychologists also use them. For example, helping a person with emotional burnout to return the meaning to work 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 his former, 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 90% of us are dominated by visual perception) and tells why he chose them and arranged them that way, then in the process of 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 a real, achievable goal.
And if a person has no dreams and generally no idea about his future?
THAT.:
Maps help to see it. I once worked with a 12-year-old boy, Serezha, who successfully underwent chemotherapy, and the problem with his discharge from the hospital was not so much in his physical condition, but in his mental state. He changed a lot in appearance: a handsome golden-haired boy turned into a bald, plump man with a puffy, moon-shaped face. Serezha was afraid to leave the hospital for the outside world, and it was necessary to somehow overcome his fear of returning to normal life.
From special construction cards, we began to draw up his portraits - how he sees himself in the past, before the illness, how he looks now and how he imagines himself in the future. Compiling a self-portrait before his illness, he laughed, invented something. The current portrait evoked heavy feelings in him, 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 of what he would do on the first day after leaving the hospital. Seryozha could not formulate what he wanted here either. And I offered to draw the card blindly - the result, as always, was very unexpected. His sense of humor turned on, and we laid out, day by day, a whole week of his life after the hospital. He laughed heartily.
Maps are useless when dealing with younger children preschool age
And then we went back to his portrait from the future, and he was able to compose it. The portrait turned out to be lively, optimistic, nice. 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. Spent the whole week exactly according to our plan, and he was comfortable. What happened here? Life scared him with its uncertainty. And when Seryozha saw what events each day would be filled with, he felt good and calm. The cards helped make the future certain and attractive.
Are different cards suitable for different tasks and goals?
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, magical in these cards. They are based on the traditional projection mechanism. It is launched when a person meets any object. But at the moment of thinking about moving through life, for example, maps depicting roads, forks, paths will help start this process faster.
The therapist and his client may interpret the same card in different ways. Does it interfere with work?
THAT.:
Of course, when looking at the map, different projections work for me and for the client, 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 projections of the client. Someone sees a cute girlish bouquet in the picture, and someone sees a funeral wreath. And if the psychologist does not understand the meaning that the client gives to the card, if it somehow annoys him, hurts him, this is definitely not the client’s problem, but it’s time for the psychologist to have personal therapy. Therefore, sometimes it is better for a psychologist not to even look at the map, so as not to give the client his projections and not confuse him. Misinterpretation can lead your work to the wrong place.
When can cards not be used?
THAT.:
I do not use them when working with clients with mental disorders, borderline conditions, epilepsy. In this case, the specialist's task is to bring them back to reality, put them on the ground, and metaphors here will be harmful. Maps are useless when working with children of primary preschool age - they have concrete thinking, they see in the image on the map only what is drawn there. Figurative, associative thinking develops closer to elementary school, and even then not for everyone. And among adult clients there are those who have poorly developed figurative thinking, who do not perceive visual images.
About the expert:
Tatyana Ushakova - clinical psychologist, head of the department of psychological and pedagogical assistance to the population of the social rehabilitation center for minors in Sergiev Posad. Her experience with metaphorical cards is over 10 years.
To learn more
You can learn more about working with metaphorical cards at master classes and round tables of the Third Annual Conference "Metaphorical cards in the work of a psychologist". It is addressed to specialists with a basic psychological education.
methodicalrecommendations
By compiling And administered psychological cards
Part 1. What is psychological map and principles of its construction
A psychological map or a psychological case is a set of documents (characteristics, completed forms of methods, conclusions, minutes of meetings, etc.) of a personal account of a client (patient), which contain the most complete information about the personality structure, emotional state of a person and the results of corrective, advisory and another psychological work psychologist with him.
Depending on the organization that maintains a personal file or a psychological card for a client, the following types of areas in which a 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 it is distinguished by a variety of requests (for example, work with the elderly, work with orphans, work with families in a socially dangerous situation, and so on), hence the lack of a general standardization of the conduct of a psychologist and in At the same time, there is a lot of room for innovation in this area. A distinctive feature is helping people to adapt, so the emphasis is on stabilizing and improving social position, then the essence of doing business in the social sphere will be described in detail.
The pedagogical focus is educational organizations, in which psychologists play a non-leading role, the emphasis is mainly on helping to solve pedagogical problems (progress and discipline) and adaptation to school. Rarely work is done on request.
Professional (organizational) orientation - consists in diagnostic measures for hiring, recruitment and assistance in solving organizational issues (how to distribute people in the room for more productive work and other requests).
Medical orientation - limited to the office of a psychologist or medical institution, Unlike social sphere, medicine does not insist that the psychologist make exits to the family. Diagnostics, training, development and correction are carried out here, both in a word and by neuropsychological methods. A big plus is that often people are motivated, if you do not take into account drug treatment clinics or neuropsychiatric dispensers.
Counseling and psychotherapeutic orientation - meaning both advisory centers and personal practice of psychologists and psychotherapists. There is no standardization at all in the latter case, since it is up to the specialist to decide whether to conduct it or not. When it comes to the Center, on the contrary, things are strictly standardized depending on the goals and objectives of the organization.
The legal orientation - strictly standardized cases and a clear work system - is an indisputable plus of working in such a system, because there is a clear work structure. Another plus is computerized techniques for working with personnel, and with people in a legal situation.
Objectivity of the study of mental phenomena . This principle means that in the study of 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. The construction of 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 causation 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 conditions for a given person. Only in this case it is possible to fully characterize a person and not miss anything significant. All received facts, including those that contradict each other, should be subjected to a comprehensive analysis. Contradictory facts should attract especially close attention, they should never be simply discarded, but one should 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 this era. At the same time, people living in states with different social systems, have specific features that reflect the social relations that exist in a given society. Thus, we are specifically talking about the special image of the Soviet person, which has taken shape under the conditions of developed socialism. At the same time, each person is a unique individuality. The existence in the personality of each person of a common, special and individual makes it necessary to be guided by the analytical-synthetic principle when constructing research.
The study of mental phenomena in their development – important principle construction of psychological research. The objective world is in constant motion and change, and therefore its reflection cannot be frozen, motionless. The constant change of the psyche as a reflection of the changing reality requires the study of mental phenomena in their development. If psychic phenomena continuously change and develop, then this must necessarily be provided for in the construction of any research aimed at their comprehensive study.
Part 2 Contentspsychological cards
This part briefly describes the general structure of the psychological map. Each paragraph contains clarifications.
First of all, at the very beginning there should betitle page on which is briefly written the following information: full name of the client, date of birth (in some cases, and place, up to passport data and SNILS number), family composition, sometimes you need to enter the date of treatment or admission (as in social institutions, for example), what are the names of the parents (if the child) or next of kin, contact details, sometimes fits and complaints with the request. For example, when working with children who have somatic diseases and even disabilities, this should be indicated on the title page, since one cannot rely on personal memory. In orphanages, it is imperative 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 illegal acts (encode the last three points in color or in alphabetical form so that there is no misunderstanding on the part of colleagues and children who may inadvertently see a personal file), but personal information (how it got there, life path, possibly passport data, hobbies, and so on) is not too correct to put on the title page - it is better to indicate it on the next page or in a social -psychological and pedagogical characteristics. Similarly, when working with families - you can specify 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, one should eitherphotocopies of documents (characteristics from schools, kindergartens, Centers, from other specialists, etc., extracts from the medical record, the conclusion of the PMPK and CMPC, individual development plans or plans for the protection of the rights of the child), or, in fact,characteristics that the psychologist does.
After goes "Psychological work plan » with the dates and topics of the classes, where after each lesson the psychologist puts his signature and mark of completion. This is mandatory for almost all institutions, as it is the only proof that the work was done. Unfortunately, in simple words no one believes, therefore, a plan of work with a client (patient, student, recipient of services, and so on) is added to the journal of psychological work.
Minutes or recordings of psychologist-client meetings are especially needed if counseling or so-called "preventive conversations" are being conducted. 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 this 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 a short decision is always written at the bottom, which the client will fulfill. The guarantor of execution 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 is a required material. Firstly, just like in the minutes of meetings, this is a reminder of what was in the “previous series”, only with an emotional response from the client. Secondly, all this shows progress or regression, the direction in which to go, and dead ends from which it is urgent 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 conducted and by whom, the name of the methodology, purpose, stimulus material, the course 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 spheres.
A separate item can be taken out"homework" and recommendations that the psychologist gives to his ward or his parent. Regarding "homework". The client receives direct assistance 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 "a psychologist to himself." If the client conscientiously approaches homework, he speeds up the correction process, achieves the desired changes faster. In this case, the main thing is the process, not the result. The result may not be (that is, the exercise may not work out) - and it's still wonderful! Because, once again, the main thing is to try to do at least something. Recommendations are also important in the selection of personnel (where is it better to send a person to work - in a general office, or for traveling work, in a children's institution or to work in a boarding house for labor veterans). Recommendations are also important when placing a child in a school to determine the class or program of study. 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 an indication of the vector of development and correction. Partial recommendations can also be given in a psychological conclusion, only in a shorter and reduced volume.
Part 3. Features of conductingpsychological cards
First of all, you should pay attention to the rules of conduct:
Accuracy and literacy
clarity of presentation,
structuring,
Cleanliness and neatness.
Before describing particular cases of workflow. It is necessary to give a generalized scheme of how to conduct a psychological map.
First, at the beginning, a general outline is started and, as some analysts say, “fish”. Before the very beginning of 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 meets private matter, medical card 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 with the documents. The psychologist enters the information obtained from this documentation into the title page and, based on the request, prepares the survey model (forms and protocols).
After the diagnosis, an individual plan of psychological work with the client is drawn up. Sometimes group classes are included in it (for example, in the conditions of the Assistance Center family education or when working with addicted people, or when working 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 in manually and include interdepartmental interaction), the third is a painting and a mark of completion. Sometimes the plan is drawn up before the primary diagnosis and includes diagnostics, the number and subject of meetings, comprehensive classes, group classes, interdisciplinary interaction, but it is better to proceed from the request, familiarization with the documentation and primary diagnostics, and only after that draw up a plan for working with the client.
After the initial meeting, diagnostics and drawing up a plan, a preliminary conclusion can be drawn up, if necessary, additional diagnostics are carried out.
Descriptions (minutes) of each meeting are added separately, which should be signed after writing. The protocol of a class or meeting is an internal documentation of a psychologist, it cannot be copied and handed over to the client, unless it is a description of the session (sometimes this is necessary in 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 closed cabinet or safe (as is done in the legal system) so that none of the clients can look at them.
Next, we consider special cases. In the work of a practical psychologist there is a special documentation - a special type of documentation that provides the content and procedural aspects of his professional activity. The special documentation includes: psychological conclusions: correction cards; protocols of diagnostic examinations, remedial classes, conversations, interviews, etc.; maps (history) of mental development; psychological characteristics; extracts from psychological conclusions and development maps.
Of the above documentation, three types are closed, namely: conclusions, correction cards and protocols. The other three types are free for access by persons interested in information. Moreover, their main goal is to get acquainted with the individual psychological characteristics of a particular person (a particular group).
Extract is considered the appearance of documentation and is issued both at the request of individuals and at the official request public institutions. 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 specific recommendations. It should be noted that in the event of a formal request for this document there must be two signatures: the person who conducted diagnostic examination and administrative person of the institution. With a specific request, the extract should determine the purpose and means of psychological examination, and as a result, confirmation or refutation of the fact of the request. In the case of extracts from psychological records, the documents are saved for execution with the only difference that they are produced exclusively at official requests and are provided to persons competent in the field of psychology and legally responsible for these documents.
Psychological characteristic reflects a different aspect of mental development and allows, upon acquaintance, to draw up a psychological portrait of a person or an age group as a whole. It is free in form and does not require the approval of administrative persons. It's about about individual psychological characteristics of development, i.e. about the features of his cognitive sphere, psychophysiological nuances, communicative preferences, the presence of general or special abilities, and much more. The psychological conclusion is the main working documentation psychologist.
There are several variants of psychological conclusion.
Option 1. Structured according to partial parameters of mental development. In such psychological conclusions, most often there are individual indicators of motor coordination, identification writing skills, learning ability, motivational-need and intellectual maturity. This type psychological report can be used in partial psychological examinations.
Option 2. Structuring by 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 in assessing deviations in mental development.
The psychological conclusion should 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 (neoplasms), quantitative and qualitative dynamics of development. Based on the polyconceptual principle, the psychological conclusion should reflect the indicators of the cognitive, personal-emotional and communicative spheres, as well as psychophysiological and other features. In addition to fixing the values of various indicators, the psychological conclusion includes an analysis of compliance with age levels and stages of development of the psyche, as well as the need for corrective, developmental and educational influences or work on certain programs.
Application 1. Layout psychological conclusions
1. General characteristics mental development based on the characteristics of the psychophysical, psychophysiological nature, adaptive and motor complexes.
2. Cognitive development based on the characteristics of cognitive processes and speech function.
3. Personal-emotional development based on the characteristics of self-consciousness, motivational-need, emotional, value spheres.
4. Communicative development based on the characteristics of the means and positions of communication.
5. Professional competence based on the characteristics of updating and the content of productive and procedural types of professional activity.
7. Features of mental development.
8. Problematic aspects.
9. Psychological forecast of development.
Application 2. Exemplarycompoundpsychologicalcards ( forms)
NAME OF THE INSTITUTION
Psychological map
№____
_____________________________________________________
FULL NAME. child
_____________________________________
Date of Birth
______________________________________________________
FULL NAME. parents (legal representatives)
Arrived (arrived): _____________________________________
Date of enrollment, No. of enrollment order: __________________
Group (class, office number, etc.): ________________________
Eliminated: ________________________________________________
Date of retirement, order number of expulsion: __________________
Tendency to escape (by color - red - ran away, yellow - prone, green - normal)
Tendency to antisocial behavior (black - there were 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, the reason for the appeal, the stated problem): _______
____________________________________________________________________________________________________________________________________
The purpose of the examination (the study of cognitive processes, the emotional-volitional sphere, etc.), the rationale for the choice of methods, methods of psychodiagnostic examination: _________________________________
____________________________________________________________________________________________________________________________________
Research methods, techniques, psychodiagnostic material: _________
__________________________________________________________________
Description of the course of the study: ________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________
CHILD BEHAVIOR OBSERVATION SCHEME
Name of the child: _________________________________________________
Date of completion: ______________________
Filled in by: parent, psychologist, teacher _________________________________
And features of speech behaviorDoes not use speech as a means of communication; when speaking, 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 ordinary speech to whispered
And features of eye contact
Avoids looking in the face of the interlocutor.
foolishness
Reaction to remark
Reacts with laughter to the remark of an adult, praise or blame does not cause a significant change in behavior
In physical actions and facial expressions
Fooling around, mimicking in movements
indecision
IN social relations with others
Avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses to play leading roles in games.
Appears 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 action
Afraid to jump off a hill
Reaction to novelty
In a situation of novelty, the child shows inhibitory reactions; in a new situation, less variable behavior than the usual one.
starhi
Specific
Fear of a vacuum cleaner, dogs, darkness, 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, detached look
In speech
In speech
In motion
In motion
In relationships with others
Sleeps with parents, strives to be closer to an adult
stiffness
In motion
Motor constrained
In speech
Stutters in speech
Reaction to novelty
Reaction to novelty
lethargy
In cognitive activity
Doesn't know what to do
Looking around inactively
In speech
Speaks too softly
Reaction time
The pace of actions is slow, when performing actions on a signal, it is late
egocentricity
How do you treat yourself
In relationships
He believes that all toys, all sweets 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 an age-appropriate mental task (for comparison, generalization, actions according to the model)
attention deficit
Concentration
Looking around in class
In support and assistance to the child
You have to verbally repeat the task several times, you need a combination of the word with showing the method of action
In speech
Terms of the assignment, 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 redundant (many unnecessary movements), acts before the signal
Duration of containment of hyperactivity
Gets up in the first half of class when other children are still sitting
Duration of mastery of the state
Gets excited quickly and calms down slowly
Speech disinhibition
Speech volume
Speaks too loudly, cannot speak with normal voice power
Speech rate
The pace of speech is accelerated, speech excitedly
In social relationships
Negotiates in class, despite the comments of an adult
Confuses or skips the sequence of steps for a verbal instruction
Failure to understand complex verbal instructions
Focuses on a visual pattern of behavior or actions of an adult, and not on an explanation of the task
Stuck
In motion
Draws repeating elements
In relationships
Intrusive when communicating, attracts attention, repeats the same request
In speech
Repeats the same phrase over and over
On feelings and emotions
Gets stuck on resentment
Switching difficulties
Difficulty shifting, etc.
Efficiency (mental)
Gets tired quickly from a task that requires mental activity, gets tired when reading a book, gets tired on the first part of an organized lesson
Performance (physical)
Quickly gets tired on a walk, gets tired from physical activity, loses working capacity in the first third of an organized lesson, loses working capacity in the first third of an organized lesson, requires varying the complexity of a task that does not require mental effort, working capacity fluctuates during the day, alternating increased and reduced working capacity
Psychological characteristic 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 (peculiarities of education, significant
biographical factors: who lives with, who brings up, who 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, intellect, speech, thinking, imagination, will): __________________________________
____________________________________________________________________________________________________________________________________
Features of the personal sphere (self-regulation, temperament, self-esteem, legal awareness): ____________________________________________________
____________________________________________________________________________________________________________________________________
Emotional-volitional qualities: _____________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________
Interaction style: ______________________________________________
____________________________________________________________________________________________________________________________________
Adaptation: ________________________________________________________
__________________________________________________________________
In stress: _________________________________________________________
__________________________________________________________________
Attitude (to work, to social requirements, to study, to the current situation): _________________________________________________________
__________________________________________________________________
Plans and goals for the future: ____________________________________________
____________________________________________________________________________________________________________________________________
Information about the existing deviations in the psyche and anamnesis: ________________
__________________________________________________________________
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
__________________________________________________________________
The content of the conversation _________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Offers_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The interview was conducted:
________________________________________________________
________________________________________________________
Signature of the interlocutor ______________
Individual consultation protocol
FULL NAME. client:___________________________________
Age:_____________
Target: _____________________________________________________________
__________________________________________________________________
Meeting progress:
The course of the conversationAnalysis of the activity of the consultant (note)
Preparatory stage.
Setup stage.
diagnostic stage.
Control stage.
Conclusions: __________________________________________________________
____________________________________________________________________________________________________________________________________
Date of:_________________________
Psychologist: _______________________/__________________
"1000 roads" is an amazing deck!!! I immediately realized: mine! It makes me want to study with her, look at the pictures, look for the meaning of the suggested fairy-tale roads and directions. Interestingly, even those cards that at first glance seem negative, thanks to questions, help to find a way out of the situation. I advise everyone!!!
Lisovets Elena
Ilyina Ksenia
My thanks to the authors for the "1000 Lives" deck and for the workshop! I bought this deck on the advice of a friend who, using these cards, made a portrait of her future husband, and then was surprised to find him among her work colleagues. I work in sales where I often meet face-to-face with clients, so I used maps as a way to approach different types of people. And I will tell you that I am not disappointed with the results, I was able to learn to think in terms of other people's concepts and I was already able to convince even those whom I considered an impregnable wall!
Olifirenko Evgeniya
At some point in my life, I suddenly realized that everything around me seemed to begin to depreciate. Relations with my husband, which at first gave me strength and drive, turned into some kind of set of mutual habits and phrases, in my career - the ceiling - I work in a senior position in a wholesale and retail company (we sell electrical appliances). The work is quite profitable, but tough, in the "plow-fall-plow" mode. I could not refuse it, because. on the nose was the admission of two sons to universities. I'm not talking about the fact that an elderly mother literally hung on me, whom I still love and must be with her. I won’t say that the cards seemed to lift a mountain from their shoulders, but a certain positive effect I feel. I mean the deck "1000 roads". It was they who helped me open my eyes to my mistakes, the main of which was the desire to keep everything and everyone under my control, as well as the fear of losing everything. Many thanks to the authors!
Zvereva Nadezhda
I want to thank the authors of the methodology for the work that was invested in the deck of 1000 roads. The first time I saw them, I literally fell in love! Amazing metaphors, amazing drawings, amazing depth! These cards are like my mirror, which will immediately tell you what is wrong with me and where to direct my strength! I use them almost daily, at first I worked on basic exercises, but I realized that the potential of the technique is much greater than I could imagine! Therefore, I am going to attend one of your next trainings in Moscow to enrich myself with new knowledge!
Salmina Natalya
The cards gave me the main thing - the ability to better understand myself. I still don’t fully understand how this happens, but they somehow immediately “cling”, make you plunge into introspection and give the right answers. More precisely, you seem to feel the right answers yourself. They give self-confidence, with them I understand that a way out can be found from any situation, and all dead ends are my weakness, my excuse and my unwillingness to change something. It was after this thought that I decided to move to another city and to big changes in my personal life, and now I understand what I did right choice.
Kolomiets Margarita
My agency is engaged in the selection of qualified personnel for large and medium-sized companies. At interviews with candidates, we use different assessment methods, including the Thousand Ideas cards. Standard tests for creativity have long been known to everyone, therefore they are not effective. Maps, on the other hand, help not only to determine whether a candidate can think creatively, but also to assess how quickly he orients himself in an unfamiliar situation without causing stress. I recommend using the cards when interviewing people for any creative vacancies - from sales managers to marketers.
Nevzorova Elena
I bought two sets at once - 1000 lives and 1000 roads, at first I used them separately, but then I realized that they are perfectly compatible! If the “roads” help me choose a direction, draw inspiration or make some kind of decision, then I use “life” for specific situations as a cure for quarrels and misunderstandings with relatives on the part of my spouse, by the way, I had to buy this deck three times - as a gift to my friends and cousin.
A psychological consultation card is issued in the event of a set of measures (diagnostics, 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. Anamnesis ( living conditions, features of development and education)
5. Personal characteristics of the applicant
6. Personal characteristics of the child ( from observations)
7. Psychodiagnostics ( conducted 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.)
Reporting documentation psychologist
According to the reporting, the administration judges the work of the psychologist as a whole. And if reporting is not kept, all types of work of a psychologist are not noted, the administration believes that the psychologist does not work much and, in general, “it is not clear what he is doing there ?!” Therefore, it is necessary, it is necessary to show the director and the administration that the psychologist is working tirelessly and not wiping 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). Current Analysis of work performed can be reflected directly in the registration part at the end of each month.
| In general, carried out for ______________________ month (statistical report) | |||||||||||||
| Total admissions of children | boys | Girls | |||||||||||
| Age groups | Up to 3 years | 3-5 years | 5-7 years | 7-10 years old | 10-12 years old | 12-15 years old | Over 15 y.o. | ||||||
| Total adult appointments | parents | Specialists | |||||||||||
| Conducted individual surveys | Primary: | Repeated: | |||||||||||
| Conducted individual consultations | Children: | teachers / parents | |||||||||||
| Conducted group consultations | For children: | For teachers / parents: | |||||||||||
| Conducted group diagnostics of Children Adults | Number of children on group diagnostics: | Quantity adults in groups. diagnostics (parental/specialist) | |||||||||||
| Conducted individual remedial classes: | With kids | ||||||||||||
| Conducted group remedial classes: | With kids | With parents/specialists | |||||||||||
| Number of visits by children to group correction: | Number of adult visits to group correction: (parent/special) | ||||||||||||
| Participation / holding consultations | Planned: | Unscheduled: | |||||||||||
| Holding open classes(lessons): | Class attendance: | ||||||||||||
| 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 the preparation of the final report is not difficult. It is only necessary to summarize each unit of work performed for all months and enter the amount received in the appropriate section of the annual report.
Based on the results of statistical reports for each month and year, it is possible to write relevant analytical reports.
Such documentation of a teacher-psychologist (special psychologist) of an educational institution clearly demonstrates the content of the diagnostic, correctional and developmental work carried out.
The units of activity should be considered a report on the diagnostic work carried out, among which primary (deep) 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 for the corresponding period of the psychologist's activity, the annual report on the work carried out should be considered. 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 on the results of the survey, analytical reports) are "external" documents (as opposed to the direct protocol of the survey, which should be considered exclusively "internal", which is an absolutely confidential document of a specialist), to which specialists who are directly related to the psychologist's client should have access.
Form 10.
Statistical annual report
Approved:
"___" ____________2008
Director: __________
STATISTICAL PROGRESS REPORT
FOR 20/20 SCHOOL YEAR
Territory________________________________
The number of students (pupils) in the educational institution __________________
including the levels of education:
Primary School ( junior group)_________________
middle step ( middle group)__________________
senior level (senior group) ___________________
(preparatory group) ____________
population teaching staff in OS _________________
I. PERSONAL DATA
P. VOLUME INDICATORS OF THE 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. Correctional development and advisory work | ||||||||||||||
| Number of group lessons | Children | Parents | Specialists | |||||||||||
| Total number of visits to group classes | Children | Parents | Specialists | |||||||||||
| Number of private 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 councils | planned | unscheduled | ||||||||||||
| Organization and holding expert work | planned | unscheduled | ||||||||||||
| Number of seminars held | For teachers / other specialists | For parents | ||||||||||||
| Number of open classes (lessons) conducted by a psychologist | Attending classes, classes of other specialists | |||||||||||||
| Social dispatch work | Guiding student practice | |||||||||||||
| 4. List targeted programs accompanied by a psychologist | ||||||||||||||
| № | Program theme | The nature of the escort | Number of hours | |||||||||||
III. METHODOLOGICAL SUPPORT
1. LIST OF METHODS USED
| № | Name of the method (test) | The main focus of the methodology (test) | Author(s) of the methodology | Year of publication (modification) | Publisher (literary source) |
2. LIST OF USED CORRECTION AND DEVELOPMENT AND PREVENTIVE PROGRAMS
| № | The name of the program | The main focus of the program | Author(s) of the program | By whom and when approved | Publisher (literary source) |
Report prepared
(Name of the psychologist or head of the PS)
Signature
"__" ____________ 200__
(Date of the report)
ANALYTICAL REPORT ON THE WORK OF A PSYCHOLOGIST TEACHER
- Purpose, object, subject of research.
Building a hypothesis.
The choice of psychodiagnostic methods.
Developer, diagnostician - Presentation of research results.
- Analysis of the received data.
- Conclusions and recommendations.
Analytical report of the teacher-psychologist of the preschool educational institution
Full name of the teacher-psychologist ___________________________
OU ______________________________________________
Target: _____________________________________________________________
Tasks:___________________________________________________________
__________________________________________________________________
Qualitative and quantitative analysis by areas of activity:
The results of the diagnosis of children in preschool
Table of accounting for the psychological readiness of children for schooling
Number of children in preparatory preschool groups(by the list) _________
Table of records of children's adaptation to kindergarten
The number of newly enrolled children in groups (according to the list) _____________
Table of accounting for correctional and developmental work
Consulting work accounting table
Table of accounting for psychoprophylactic work
Table of accounting for educational work
ANALYSIS OF THE ACTIVITIES OF THE PSYCHOLOGICAL SERVICE
_____________________________ for ________________ account. Name ___________________________________
Clinical and medical psychologist of health care institutions and other enterprises, in his practical activities anyway, use different kinds documents for the orderliness of work and its proper organization.
In the previous article, we considered the fundamental regulatory legal documents of a psychologist, and here I will reveal to you what you really need in practical work with a client. At the same time, you can download the attached documents in doc format to your computer and use them in your work.
Any activity, as we know, must begin with an order for the main activity in the institution, so we will start with it.
Order: example-sample
This is an order to approve the Regulations on the activities of a clinical / medical psychologist and the maintenance of accounting and reporting forms of documentation, let's consider an approximate example of such an order.
State state-financed organization health care "Name central district hospital" village Name
dated February 17, 2017 No. 128 A "On approval of the Regulations on the activities of a clinical / medical * psychologist of the GBUZ "Name of the Central District Hospital" and the maintenance of accounting and reporting forms of documentation of a medical psychologist"
In order to improve the efficiency of the GBUZ "Name of the Central District Hospital"
I ORDER:
- Approve:
1.1. Regulations on the activities of a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", in accordance with Appendix 1 (on 2 pages).
1.2. The form "Consent of the client to the processing of personal data" for the work of a clinical / medical psychologist, according to Appendix 2 (on 1 page).
1.3. The form "Journal of citizens' appeals to a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", to record the data of citizens applying to a clinical / medical psychologist, in accordance with Appendix 3 (on 1 page).
1.4. The form “Coding of personal data of a client in the activities of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital”, to improve the conditions for anonymity of requests and confidentiality of information about clients, in accordance with Appendix 4 (on page 11).
1.5. An individual psychological card of the client of the clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” to record information about the client, the dynamics of his condition and ongoing psychodiagnostic, psychoconsulting and psychocorrective measures, according to Appendix 5 (on 2 pages).
1.6. The form "Journal of advisory work of a clinical / medical psychologist of the GBUZ" Name of the Central District Hospital "for fixing psychological consultations, according to Appendix 6 (on 1 page)
1.7. The form “Journal of psychodiagnostic work of a clinical / medical psychologist of the GBUZ “Name of the Central District Hospital” for fixing psychodiagnostic measures, in accordance with Appendix 7 (on 1 page).
1.8. The form “Diary of individual psycho-correctional work of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” for fixing psycho-correctional measures, in accordance with Appendix 8 (on 1 page).
1.9. The form “Diary of group psycho-correctional work of a clinical / medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” for fixing psycho-correctional measures when working with a group of clients, in accordance with Appendix 9 (on 1 page).
1.10. The form “Report on the activities of a clinical / medical psychologist of the GBUZ “Name of the Central District Hospital” for monthly reporting, in accordance with Appendix 10 (on 1 page).
1.11. Requirements for an experimental psychological examination and psychodiagnostic conclusions in the activities of a clinical / medical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" and standards for psycho-correctional work, according to Appendix 11 (on 4 pages)
1.12. The procedure for issuing a referral for an experimental psychological examination to a clinical / medical psychologist of the GBUZ "Name of the Central District Hospital", in accordance with Appendix 12 (on 1 page)
- The control over the execution of the order shall be entrusted to the Deputy Chief Physician for Medical Affairs Surname I. O.
Chief physician I. O. Surname
Familiarized with the order: Surname I.O.
*Note: From the "clinical/medical" type of language, choose the one that best suits your needs. staffing in an organization with job titles. In what follows, I will use these terms as synonyms.
Regulations on the activities of a clinical psychologist GBUZ "Name of the Central District Hospital", is, as you already understood, Appendix 1 to the order of the head physician of the GBUZ "Name of the Central District Hospital" of February 17, 2017 No. 128-A and is located on the page "Psychologist: position on activities and job description". We will not consider it separately here.
Consent of the client to the processing of personal data
Appendix 2 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
Heading: "Consent of the client to the processing of personal data"
I, __________ (full name), residing at: _________
_____________________________________,
(name of the identity document, by whom and when issued)
in accordance with the requirements of article 9 federal law dated July 27, 2006 No. 152-FZ “On Personal Data”, of my own free will and in my interest, I agree to the processing GBUZ "Name of the Central District Hospital" (hereinafter referred to as the Institution) of the following your personal data: last name, first name, patronymic, year, month, date of birth, gender, place of residence, including information about registration at the place of residence and place of stay, home number, cell phones, social category families.
The processing of my personal data is carried out by the Institution solely for the purpose of providing me with medical services and generating documents for me as a client of the Institution.
I grant the Institution the right to carry out the following actions with my personal data: collection, systematization, accumulation, storage, clarification, (updating, changing), use, depersonalization, blocking, destruction of personal data to the extent determined by the relevant laws and other legal regulations, with using paper and electronic media, subject to measures to protect them from unauthorized access.
The institution has the right to carry out mixed (automated and non-automated) processing of my personal data by entering into electronic database data, inclusion in the reporting forms provided for by the documents regulating the provision of reporting data (documents).
I am guaranteed the confidentiality of my personal data during their processing and storage, which is carried out no longer than the period provided for by the relevant regulatory legal acts.
This consent is permanent, but I reserve the right to withdraw my consent by means of an appropriate written document.
"___" ______ 20___ ____________ ____________________
(date) (signature) (signature)
Journal of Citizens' Appeal to a Clinical Psychologist
Appendix 3 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
The form of logging citizens' appeals to a medical psychologist of the GBUZ "Name of the Central District Hospital" consists in a table of twelve columns in their headings is displayed:
- Client code
- Floor; m/f
- Date of birth/age
- Address, phone
- Social status / place of work
- Family status
- Applicant's code
- Request reason code
- Issue code/type of case
- ICD-10 code
- Dates of repeated calls
Coding of personal data of the client
Appendix 4 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
Encoding of the client's personal data in the activities of a medical and clinical psychologist is necessary. Since in some cases, and even in most cases, at the request of the client, it is necessary to maintain complete anonymity of the survey. To do this, you can provide a kind of encoding. This model is also very convenient for compiling a statistical report.
Code of the client who applied for psychological help
A code is implied, i.e. a serial number under which a client who applied to a medical psychologist was once entered in the "Journal of Citizens' Appeals to a Clinical Psychologist" for the current reporting year. That. any citizen who applied for psychological help has only one entry about himself in this journal in one serial line throughout the year, despite any number of visits to a medical psychologist during the current year.
Client social status code
- Preschooler.
- Student of secondary education educational institutions.
- Non-student.
- Student.
- Working.
- Not working.
- Disability pensioner.
- Retired by age.
- Disabled child.
- An orphan child.
- A child without parental care.
- The child is neglected.
- Orphanage graduate.
- Disabled person.
- Unemployed.
- Forced migrant.
- BUM.
- Released from prison.
- WWII veteran.
- Combat veteran.
Client family status code
- Full.
- Incomplete.
- Childless.
- Full of many children.
- Incomplete with many children.
- Lonely (after 21).
- Custodial.
- Reception.
- with disabled children.
- with disabled parents.
- Single mother.
- Single father.
- Underage parents.
Note: the entry may not be limited to using only one code from the corresponding group. If clarifications and additions are necessary, any other suitable code from the group may be set, for example, 02 - single-parent family, 11 - single mother, 13 - minor - 02/11/13.
Code of the person who applied for psychological help
Contact reason codes
Option 1
An ellipsis after a code means that the code can be detailed (using letters or numbers). For example, the code “P” (parent), if necessary, can be specified: “Rm” or “Rd” (similarly, other codes of applicants), and the code “O” of such a reason for applying as learning problems can be detailed as “O1” - problems of mastering the program elementary school, "O1-M" - problems of mastering mathematics within the framework of elementary school, etc.
Option 2
| Request reason code | The reason for petition |
| 01 | Family and marital relations |
| 02 | Relationship between parents and children |
| 03 | Love relationship |
| 04 | Interpersonal relationships |
| 05 | Intrapersonal problems |
| 06 | |
| 07 | Violence |
| 08 | career guidance |
| 09 | Addictions and codependencies |
| 10 | Problems related to study/work |
| 11 | A crisis |
| 12 | Other |
Codification of problem calls
| Group number | CodeProblems | Appeal type |
| 10 | A crisis | |
| 1001 | Deprivation (divorce, death, other losses) | |
| 1002 | Situational (illness, injury, accident, catastrophe, ...) | |
| 1003 | Current life changes (pregnancy, new job, relocation) | |
| 1004 | Integration (positive dimensions that cause stress: marriage, new acquaintances) | |
| 1005 | Other crisis experiences | |
| 11 | suicide | |
| 1101 | Suicidal ideas, thoughts, experiences | |
| 1102 | Suicidal plan, preparation for suicide (will, distribution of things, farewell) | |
| 1103 | Suicidal actions | |
| 1104 | Previous Attempts | |
| 1105 | Suicide of a loved one | |
| 1106 | Post-suicide | |
| 1107 | Other suicidal appeals | |
| 12 | Family and marital relationships | |
| 1201 | family conflict | |
| 1202 | Conflicts between children | |
| 1203 | Spouses conflict | |
| 1204 | Divorce. upcoming divorce. | |
| 1205 | adultery | |
| 1206 | Family crisis (change in family life: birth of a child, separation due to departure) | |
| 1207 | Other family and marital problems | |
| 13 | Relationships between children and parents | |
| 1301 | Conflict with parents | |
| 1302 | Conflict with a child | |
| 1303 | Threatened divorce or divorce of parents | |
| 1304 | Problems of upbringing, child development | |
| 1305 | Adult children, relationships with grown-up children. "Empty nest". | |
| 1306 | Non-native children. step parents | |
| 1307 | Abandoned children. Isolation of a child (orphanage, orphanage, boarding school, prison) | |
| 1308 | Death of one or both parents. Orphanhood | |
| 1309 | Other parent-child relationship problems | |
| 14 | Self-acceptance issues. existential experiences | |
| 1401 | External (physical) unattractiveness | |
| 1402 | Mismatch with the expectations of the environment (family, friends, colleagues, etc.) | |
| 1403 | Difficulties personal growth, growing up | |
| 1404 | Rejection (rejection) of oneself as a person | |
| 1405 | Loneliness. | |
| 1406 | Search, absence or loss of the meaning of life | |
| 1407 | Religious, spiritual problems, questions of faith. | |
| 1408 | Other existential experiences | |
| 1409 | Other self-acceptance problems | |
| 15 | Communication and relationships | |
| 1501 | Establishing friendships | |
| 1502 | Difficulties in relationships, misunderstanding, confusion in relationships | |
| 1503 | Difficulty adapting to a new team | |
| 1504 | Conflicts (except industrial), quarrels | |
| 1505 | Pressure from a reference group or friend | |
| 1506 | Other communication problems | |
| 16 | Love relationship | |
| 1601 | Difficulties in dating | |
| 1602 | Difficulties in choosing a partner | |
| 1603 | Difficulties in getting closer. Difficulties in expressing affection. | |
| 1604 | unrequited love | |
| 1605 | Jealousy | |
| 1606 | Treason | |
| 1607 | Cooling feelings, breaking up relationships. Difficulties of parting | |
| 1608 | Other Relationship Problems | |
| 17 | sexual relations | |
| 1701 | gender identity | |
| 1702 | First sexual experience | |
| 1703 | Masturbation | |
| 1704 | Sexual disharmony (impotence, frigidity, …) | |
| 1705 | Homosexuality | |
| 1706 | Features of sexual behavior (peeping, demonstration, fetishism, etc.) | |
| 1707 | Contraceptive issues | |
| 1708 | unwanted pregnancy | |
| 1709 | incest | |
| 1710 | Using the counselor as a sex object | |
| 1711 | Other problems of sexual relations | |
| 18 | Dependencies | |
| 1801 | Addictive behavior | |
| 1802 | Nicotine addiction | |
| 1803 | Drug addiction | |
| 1804 | Alcohol addiction | |
| 1805 | internet addiction | |
| 1806 | Gaming addiction (including computer games), excitement. | |
| 1807 | co-addiction | |
| 1808 | Other dependency issues | |
| 19 | Health | |
| 1901 | Experience of the current traumatic event/process | |
| 1902 | Mental health and its disorders, depression, "nervous breakdown". | |
| 1903 | Somatic health and its disorders, complications. | |
| 1904 | Venous diseases | |
| 1905 | HIV infection, AIDS. | |
| 1906 | Oncological diseases | |
| 1907 | Disability | |
| 1908 | Post-traumatic syndrome (including "Afghan", "Chechen", "Karabakh", etc. syndrome). | |
| 1909 | Pregnancy | |
| 1910 | Abortion | |
| 1911 | Other health-related appeals | |
| 20 | Violence | |
| 2001 | Emotional pressure (threats, blackmail, bullying, humiliation) | |
| 2002 | Domestic violence, unacceptable family lifestyle | |
| 2003 | Psychological violence against a person (including the action of sects, other informal associations) | |
| 2004 | Physical abuse, domestic abuse | |
| 2005 | economic violence | |
| 2006 | Sexual harassment, molestation | |
| 2007 | Manipulative inclination towards intimacy (“if you love me, then ...”) | |
| 2008 | Rape; indecent acts | |
| 2009 | Thoughts of murder. Assassination plan, preparation. | |
| 2010 | Post-murder | |
| 2011 | Other problems associated with the manifestation of violence | |
| 21 | Social adaptation and maladaptation | |
| 2101 | Violation of social norms (vagrancy, theft) | |
| 2102 | Violation of the law (including a court verdict, summons to the prosecutor's office, police department, FSB, etc.) | |
| 2103 | Forced isolation (prison, boarding school, other special institutions) and adaptation after it | |
| 2104 | Conscription and military service | |
| 2105 | social tension | |
| 2106 | National and international problems | |
| 2107 | Migration | |
| 2108 | Financial difficulties, poor living conditions | |
| 2109 | Other problems of social adaptation | |
| 22 | Academic and professional issues | |
| 2201 | Difficulties in choosing a profession | |
| 2202 | Difficulties professional growth | |
| 2203 | Employment, job loss, unemployment | |
| 2204 | Dissatisfaction with studies, work | |
| 2205 | Conflict with a teacher | |
| 2206 | Industrial conflict | |
| 2207 | Unwillingness to study, work | |
| 2208 | Other academic and professional issues | |
| 23 | Other appeals | |
| 2301 | Complaints about another person | |
| 2302 | Information request | |
| 2303 | Information about TD | |
| 2304 | Information about mental health services | |
| 2305 | "Just talk" (appeal related to lack of communication) | |
| 2306 | Gratitude | |
| 2307 | Hanging client | |
| 2308 | pathological client | |
| 2309 | Silence and "control" | |
| 2310 | Draw | |
| 2311 | Swearing and threats against the consultant | |
| 2312 | Unclassified treatment |
Codification of problems according to ICD-10
Codes of problems for the medical classification of diseases of the tenth revision "Factors influencing the state of health", "Symptoms, signs and deviations from the norm":
| ICD-10 code | Problem |
| Z 04. Examination and observation for other purposes | |
| Z 04.8 | Examination and observation for other specified reasons (request for a specialist opinion) |
| Z 04.9 | Examination and observation for unspecified reasons (examination NOS) |
| Z 09 Follow-up examination after treatment of conditions other than malignancy | |
| Z 09.3 | Follow-up examination after psychotherapy |
| Z 50 Assistance, including the use of rehabilitation procedures | |
| Z 50.2 | Rehabilitation of persons suffering from alcoholism |
| Z 50.3 | Rehabilitation of people suffering from drug addiction |
| Z 50.4 | Psychotherapy, not elsewhere classified |
| Z50.8 | Treatment that includes other types of rehabilitation procedures (smoking rehabilitation, NEC self-care training) |
| Z 54. State of recovery | |
| Z 54.3 | State of recovery after psychotherapy |
| Z 55. Problems related to learning and literacy (excluding disorders of psychological development -F 80 -F 89 | |
| Z55.0 | Illiteracy |
| Z 55.1 | Lack of learning ability |
| Z 55.2 | Failure in exams |
| Z 55.3 | Backlog in studies |
| Z 55.4 | Poor adaptation to learning process, conflicts with teachers and classmates |
| Z 55.8 | Inadequate training |
| Z 56. Problems related to work and unemployment | |
| Z 56.0 | Lack of work |
| Z 56.1 | job change |
| Z 56.2 | The threat of job loss |
| Z 56.3 | Busy work schedule |
| Z 56.4 | Conflict with boss and colleagues |
| Z 56.5 | The wrong job |
| Z 56.6 | Other psychophysical stress at work |
| Z 57. Impact production factors risk | |
| Z 57.8 | Adverse effects of other risk factors |
| Z 58. Problems related to physical factors environment | |
| Z 58.8 | Other problems related to physical environmental factors |
| Z 59. Problems related to housing and economic circumstances | |
| Z59.0 | homelessness |
| Z 59.1 | Poor living conditions |
| Z 59.2 | Conflicts with neighbors, guests, hosts |
| Z 59.5 | extreme poverty |
| Z 59.6 | low income |
| Z59.8 | Other problems |
| Z 60. Problems associated with adapting to lifestyle changes | |
| Z60.0 | Retirement, loneliness syndrome |
| Z 60.1 | Problems associated with upbringing in an incomplete family, or with a stepfather, stepmother |
| Z 60.2 | Living alone |
| Z 60.3 | Difficulties associated with the adoption of another culture (migration, changes in social status) |
| Z 60.8 | Other problems related to the social environment |
| Z 61. Problems associated with adverse life events in childhood (excl. abuse syndrome - T 74: T 74.1 - physical cruelty, T 74.2 - sexual cruelty, T 74.3 - psychological cruelty | |
| Z 61.0 | Loss of loved ones in childhood (death, absence, suspension) |
| Z 61.1 | Weaning a child from home (orphanage, hospital, army) |
| Z 61.2 | New marriage of parents, birth of another child |
| Z 61.3 | decreased self-esteem in childhood (failure, embarrassing episodes) |
| Z 61.4 | Issues related to possible sexual rape of a child by a member of a primary support group |
| Z 61.5 | Rape by an outsider |
| Z 61.6 | Problems associated with possible physical abuse of the child (beating, burns, tying up) |
| Z 61.7 | Personal shocks suffered in childhood (abduction, elements, mutilation, injuries inflicted on a person dear to the child in his presence) |
| Z 61.8 | Other adverse life events in childhood |
| Z 62. Other problems related to the upbringing of the child (excl. R 74) | |
| Z62.0 | Poor child control |
| Z 62.1 | Overprotection |
| Z 62.2 | Education in a closed institution (orphanage, boarding school) |
| Z 62.3 | Hostility towards unfair claims against a child |
| Z 62.4 | Emotional abandonment of children (no warmth, indifference) |
| Z 62.5 | Other problems associated with education (its lack) - the lack of learning and playing experience in the child |
| Z 62.6 | Unacceptable pressure from parents and others (demanding undue responsibility; dressing up a boy as a girl; doing things that are outside the norm) |
| Z 62.8 | Other specified issues related to child rearing |
| Z 63. Other problems related to loved ones | |
| Z 63.0 | Disagreements between spouses |
| Z 63.1 | Disagreements between the parents or relatives of the wife, husband |
| Z 63.2 | Insufficient family support |
| Z 63.3 | Absence of a family member |
| Z 63.4 | Disappearance and death of a family member |
| Z 63.5 | Family breakdown |
| Z 63.6 | Dependent family member in need of care |
| Z 63.7 | Other stressful life events affecting the family and economic conditions: - Anxiety (normal) about a sick family member; - Health-related problems in the family; - Illness, disorder in a family member; - Isolated family. |
| Z 63.8 | Other specified problems associated with the primary support group (disagreements, elevated emotional level; upset relationships). |
| Z 64. Problems associated with certain psychosocial circumstances | |
| Z 64.3 | Seeking and taking actions, behavioral and psychological in nature, known to be harmful and dangerous |
| Z 65. Problems related to other psychosocial circumstances | |
| Z65.8 | Other specified problems related to psychological circumstances |
| Z 70. Counseling regarding sexual relations, behavior and orientation | |
| Z70.0 | Sexual attitude counseling (person who is embarrassed, shy or otherwise embarrassed about sexual matters) |
| Z 70.1 | Counseling regarding sexual behavior or sexual orientation (patient concerned with: impotence; lack of response; promiscuity; sexual orientation) |
| Z 70.2 | Third party sexual behavior and orientation counseling (advice regarding sexual behavior or orientation: child, partner, spouse) |
| Z 70.3 | Counseling for complex issues related to sexuality, behavior and orientation |
| Z70.8 | Other counseling regarding sex (sex education) |
| Z 70.9 | Sexual counseling, unspecified |
| Z 71. Contacts to health care institutions for other consultations and medical advice, not elsewhere classified | |
| Z 71.0 | Seeking advice on behalf of another person (exc. Z63.7) |
| Z 71.1 | Complaints caused by fear of illness in its absence |
| Z 71.2 | Asking for clarification of study results |
| Z 71.3 | Nutrition advice |
| Z 71.4 | Alcoholism counseling and supervision (excluding Z50.2) |
| Z 71.5 | Addiction counseling and supervision (excluding Z50.3) |
| Z 71.6 | Smoking advice and supervision (excluding Z50.8) |
| Z 72. Problems related to lifestyle | |
| Z 72.3 | Lack of physical activity |
| Z 72.6 | Gambling and betting (excl. compulsive or pathological gambling (F63.0)) |
| Z 72.8 | Other lifestyle problems (self-harming behaviors) |
| Z 73. Problems associated with difficulties in maintaining a normal lifestyle | |
| Z 73.0 | Overwork |
| Z 73.1 | Accentuated personality traits |
| Z 73.2 | Lack of rest and relaxation |
| Z 73.3 | stressful state not classified elsewhere (physical and mental stress) |
| Z 73.5 | The conflict associated with social role not classified elsewhere |
| Z 73.6 | Restriction of activity caused by a decrease or loss of ability to work |
| Z 91. Personal history of risk factors not elsewhere classified | |
| Z91.4 | Personal history of psychological trauma, not elsewhere classified |
| Z91.5 | Personal history of self-harm (parasuicide, self-poisoning, suicide attempt) |
| R 40 - 46. Symptoms and signs related to cognition, perception, emotional state and behavior | |
| R 40 Somnolence, stupor, coma (excl. coma: diabetic, hepatic, hypoglycemic, uremic, neonatal) | |
| R40.0 | Drowsiness (hypersomnia), drowsiness |
| R 40.1 | Stupor (precoma) (excl. stupor cacatonic (F20.2), depressive (F 31-33), dissociative (F 44.2), manic (F 30.2) |
| R40.2 | Unconsciousness NOS (coma unspecified) |
| R 41. Other symptoms and signs relating to cognition and awareness (excl. dissociative (conversion) disorders (F 44)) | |
| R41.0 | Disorientation, unspecified (clouding of consciousness NOS (excl. psychogenic disorientation (F 44.8)) |
| R 41.1 | Anterograde amnesia |
| R 41.2 | retrograde amnesia |
| R41.3 | Amnesia NOS |
| R41.8 | Other unspecified symptoms related to cognition and awareness |
| R 43. Disorders of smell and taste | |
| R43.0 | Anosmia |
| R 43.1 | Parosmia |
| R 43.2 | Parageusia |
| R43.8 | Other and unspecified disorders of smell and taste (combined impairment of smell and taste) |
| R 44 Other symptoms and signs relating to general sensations and perceptions (excl. disturbances of skin sensation (R20.-) | |
| R44.0 | auditory hallucinations |
| R 44.1 | visual hallucinations |
| R44.2 | Other hallucinations |
| R44.3 | Hallucinations, unspecified |
| R44.8 | Other unspecified symptoms relating to general sensations and perceptions |
| R 45. Symptoms and signs related to the emotional state | |
| R45.0 | Nervousness (nervous tension) |
| R 45.1 | Anxiety and agitation |
| R 45.2 | State of anxiety due to failures and misfortunes (anxious state NOS) |
| R45.3 | Demoralization and apathy |
| R45.4 | Irritability and anger |
| R45.5 | Hostility |
| R45.6 | Physical aggressiveness |
| R45.7 | State of emotional shock and stress, unspecified |
| R45.8 | Other symptoms related to the emotional state |
| R 46 Symptoms and signs relating to appearance and behavior | |
| R46.0 | Very poor personal hygiene |
| R 46.1 | Quirky appearance |
| R 46.2 | Strange and unexplained behavior |
| R46.3 | Excessive activity |
| R46.4 | Lethargy, delayed reaction (excl. stupor - R 40.1) |
| R46.5 | Suspicion and obvious evasiveness |
| R46.6 | Excessive interest and increased attention to stressful events |
| R46.7 | Verbosity and unnecessary details that obscure the reason for the contact |
| R46.8 | Other symptoms and signs related to appearance and behavior. |
The coding of the client's personal data in the activities of a clinical or medical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" was developed on the basis of the Guidelines for meeting the requirements state standard social services for the population Volgograd region"Providing socio-psychological services to citizens in difficult life situations." Volgograd, 2010, Medical classification of diseases of the tenth revision, 1995
Individual psychological map of a psychologist's client
Annex 5 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
An individual psychological card of a client of a medical psychologist of the GBUZ "Name of the Central District Hospital" has the following approximate parameters. I give one of the completed psychological maps as an example.
- Client code 37,
- Gender: m/f, f,
- Date of birth / age 33,
- Place of residence Art. Name,
- Social status 06,
- Marital Status 01,
- Applicant's code F,
- Request reason code 12,
- Issue code/case type 1903,
- ICD-10 code Z04.8.
February 17, 2017 Psychological counseling.
The client is undergoing inpatient treatment in the therapeutic department of the State Budgetary Institution of Health “Name of the Central District Hospital” due to a deterioration in her somatic condition. The initiative to seek advice from a medical psychologist comes from her attending physician, and not from the client herself. According to the attending physician, the client has anorexia, sleep disturbances, depression and exhaustion of nervous processes.
Appearance the client is untidy, her face is somewhat edematous, undernourished, her speech is quiet, during the consultation she was mostly lying in bed. When asked whether she goes outside or into the corridor for a walk in order to create useful daily physical activity to improve the quality of night sleep, she answers in the affirmative.
Contact is available, oriented in place, time, self. Without difficulty, he correctly names his home address, his date of birth. The client was recommended a psychodiagnostic examination.
February 17, 2017 Psychodiagnostic examination
In relation to the psychodiagnostic examination, there were no resistances on the part of the client. She performed tasks willingly, although her attitude to the examination was indifferent.
Sensorimotor sphere, attention, cognitive sphere.
Methodology: Schulte tables. Lead time.
Table #1 - 93 sec., #2 - 90 sec., #3 - 80 sec., #4 - 91 sec., #5 - 95 sec.
Methodology - testCFIT - R. Cattella.
Only a few initial tasks were completed due to the client's great fatigue. From the 1st subtest - 12 tasks - 8 errors. The client cannot fully understand the meaning of the decision presented simple tasks.
Methodology: Simple analogies.
Of the first 10 tasks, 5 were solved incorrectly.
Conclusion: attention is very unstable, working capacity in dynamics is very low, fatigue/exhaustion of nervous processes is pronounced, the thinking process is unstable and fragile. The process of operating with simple analogies is disrupted.
At the moment, it is impossible yet to speak unequivocally about the level of intellectual development and the type of thinking due to rather deep disorders of the somatic state.
Emotional-volitional sphere and personal sphere.
Methodology: Method of color selections (MCV)*.
Methodology: Method of portrait selections (MPV)*.
*Note: The data from the tables can be found in the doc file below.
MCV data: color selection method
Self-regulation is weakened. The sympathetic tone prevails (the process of excitation). Emotional tension is minimal with a tendency to decrease. emotional lability. Weak control over emotional sphere. The reaction to the emotional load in the direction of disorganization. Positive emotional background. Extraversion (orientation of the personality outside). The performance is reduced. The minimum degree of conflict between anabolic and catabolic tendencies (the desire to accumulate and expend energy). Vegetative balance coefficient = 14/7.
Function Pairs:
1-6. Stress, expressed dissatisfaction, which is caused by a feeling of inferiority and is manifested by restrictive behavior. Dependence of position, uncertainty. increased sensitivity to environmental influences. Expressed control is considered as the only guarantee of self-assertion and upholding of one's positions. The main problems are lack of recognition and increased self-control.
3-1. Dissatisfaction due to the experience of loss or discord in the area of deep attachment. The desire to forget in strenuous activity.
MPV data: portrait selection method
Let's list the most active factors.
hy-- Mixed unstable type of higher nervous activity. Emotionally immature, unstable, emotive type of response. Instability and variability of emotions, demonstrativeness, inconsistency of attitudes, capriciousness, dramatization of existing problems. High probability of developing psychosomatic disorders. With deformation of drives, there is a high probability of developing deviant behavior.
The need for further psychological research to clarify the personality profile.
The client is recommended to lead a healthy lifestyle, reconsider life priorities, study the informational and methodological booklet "Autogenic training".
Clinical psychologist I. O. Surname February 17, 2017
Journal of Consultative Psychology
Appendix 6 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
It consists of six columns, in which it is written:
- No. p / p
- Date and time of the event
- Result
Note:
- Only one service is recorded in the journal - psychological counseling.
- In the graph "Appeal"
- In the graph "The reason for petition"
- what or whom the counselee is complaining about;
*can be coded based on the reasons for the appeal and the type of the client's appeal, according to the coding of the client's personal data in the activities of the clinical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" (Appendix 3 to the order of the head physician).
- In the graph "Problem" the following options are written:
- In the graph "Result" the following options are written:
- the level of client satisfaction (the client is completely satisfied / not satisfied / it is difficult to determine the level of satisfaction / not satisfied with the consultation, etc.).
Journal of psychodiagnostic work of a psychologist
Appendix 7 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
The journal of psychodiagnostic work of a clinical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" also consists of six columns, which state:
- No. p / p
- Date and time of the event
- Appeal (primary / repeated)
- Consulted: client (code), age, gender.
- Reason for contact or problem
- Result
It is similar in many ways to the previous magazine.
Note:
- Only one service is recorded in the journal - psychological diagnostics.
- In the graph "Appeal" the type of appeal is prescribed: primary or repeated.
- In the graph "The reason for petition" the following options are written:
- what or whom the diagnosed person complains about;
- what kind of help is waiting (“advise”, “teach”, “influence”, etc.).
*can be coded based on the reasons for the appeal and the type of the client’s appeal, according to the coding of the client’s personal data in the activities of the medical psychologist of the State Budgetary Institution of Health “Name of the Central District Hospital” (Appendix 3 to the order of the head physician).
- In the graph "Problem" the following options are written:
- the initial state of the client (“the counselee was in a state of”: anxiety, doubt, uncertainty, despondency, shock, uncertainty, in a vicious circle of conflict, in search of participation, psychological intoxication, aestheticization of personal problems, manipulation, etc. - be sure to indicate in which area) ;
*can be coded based on the type of treatment and / or ICD-10, according to the coding of the client's personal data in the activities of the medical psychologist of the State Budgetary Institution of Health "Name of the Central District Hospital" (Appendix 3 to the order of the head physician).
- the essence of the client’s difficulties (“I want ... but I can’t ...”);
- self-diagnosis (as the client himself explains the reasons for his difficulties).
- In the graph "Result" the following options are written:
- what is the nature of the existing problem (the problem belongs to the category: acute, requiring immediate help; bears a suicidal risk; requiring the help of other specialists - a psychiatrist, psychotherapist, speech therapist, social worker, etc.; is not acute, etc.);
- what has been done (general emotional support was provided; support was provided for the decision made; a joint analysis and discussion of the life situation and life alternatives was carried out; information was provided on institutions providing ...; information was provided on marital and family relationships; information was provided on age features…; made recommendations in the field professional problems/ family relationships/relationships with children/personal problems; carried out express diagnostics ... etc.);
- general recommendations(the problem requires additional meetings - indicate the date and time of the next consultation; the client must participate in the “…” program; it is necessary to transfer the client to another psychologist-consultant, etc.);
- the level of customer satisfaction (the customer is completely satisfied / not satisfied / it is difficult to determine the level of satisfaction / not satisfied with the diagnosis, etc.).
Diary of individual psycho-correctional work of a psychologist
Appendix 8 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
The diary of individual psycho-correctional work of a medical / clinical psychologist of the GBUZ "Name of the Central District Hospital" consists of six columns with the following content:
- No. p / p
- Date and time of the event.
- Appeal (primary / repeated).
- Client data: code, age, gender.
- Techniques and methods of psycho-corrective interventions.
- Dynamics in the state and behavior of the client.
Note:
- Only one service is recorded in the log - psychological correction.
- In the graph "Appeal" the type of appeal is prescribed: primary or repeated.
- In the graph "Techniques and methods of psycho-corrective interventions" the psychological methods used in psycho-corrective classes are prescribed accordingly.
- In the graph "Dynamics in the state and behavior of the client" the results of the psycho-correctional measures taken, recommendations are prescribed.
Diary of group psycho-correctional work of a psychologist
Appendix 9 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
Report on the activities of a psychologist
Appendix 10 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
Report on the results of the activities of the medical / clinical psychologist GBUZ "Name of the Central District Hospital"
for ________________ 201__
Number of working hours: _____________.
Number of psychodiagnostic conclusions by form:
Form 0 ________, Form 1_________, Form 2_________, Form 3_________.
Total for Form 1: ___________.
Medical/Clinical
psychologist _____________ _______________________
(signature) (surname, initials)
"___" _____________ 201__
Requirement for examination and psychodiagnostic conclusions
Annex 11 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
There are 4 forms of psychodiagnostic conclusions:
Form 0:
- Conclusion according to the data of neuropsychological examination, as an examination of increased complexity, requiring high qualification of a medical psychologist.
- Conclusion for a comprehensive forensic psychological and psychiatric examination, which is a complete psychodiagnostic examination and the answers of an expert psychologist to the questions posed.
Form 1:
Conclusion according to a complete psychodiagnostic examination. As a rule, it is carried out in connection with the tasks of differential diagnosis, clarification of the degree and depth of disorders of mental activity, identification of intact and disturbed links of the psyche, when solving expert issues.
Form 2:
Conclusion according to the data of a partial examination - sensorimotor, cognitive, or emotional-volitional and personal spheres. As a rule, it is carried out in the clinic of neuroses and in patients of a general somatic profile (clarification of personal characteristics, characteristics of the emotional-volitional sphere).
Form 3:
Conclusion according to the survey data using the MMPI questionnaire with a detailed analysis of the subject's personal profile. It is shown to identify the personal characteristics of the subject, to assess the effectiveness of ongoing psychotherapy, both individual and group.
A set of necessary methods is proposed that should be used in the survey (basic methods) and a set of additional methods that may vary at the discretion of a specialist psychologist.
For the convenience of calculation, the total number of conclusions for the reporting period is reduced to the number of conclusions in form 1.
Given the time required to conduct an examination, analyze the results and write a conclusion, the normative workload of a medical psychologist can be 16 conclusions in form 1 per month for one rate of a medical psychologist (with a 36-hour working week) - in a hospital. In the outpatient service 20 conclusions in form 1 per month. At the end of the month, the psychologist submits a report on his work ( Annex 9).
Below are requirements for experimental psychological examination and conclusions.
Requirements for examination and conclusions
To the conclusion in form 1(total labor costs for 1 conclusion 9-10 hours):
| Study of the sensorimotor sphere and attention | |
| Basic techniques: | Additional methods: |
| Schulte tables and their modifications | Account according to Kraepelin Correction test Koos Method Neuropsychological tests Counting down M-ka Kogan |
| Research of the cognitive sphere(memory, thinking, intelligence, associative processes) | |
| Learning 10 words Indirect memorization (according to Leontiev or pictogram) Verbal associations Essential Features 4th extra (exclusion of items) Comparison of concepts | Memory with interference Visual memorization (plot pictures) Item classification Interpretation of proverbs and metaphors Establishing the sequence of events Simple and complex analogies Explanation of the meaning and content of plot pictures countdown Koos Method Raven test Wechsler test (subtests) Ebbinghaus test Ridiculous Pictures Neuropsychological subtests |
| The study of the emotional-volitional sphere and the personal sphere | |
| Self-Esteem Survey + Conversation Luscher test A variant of a projective drawing (a drawing of a person, a house-tree-man, a non-existent animal, etc.) | MMRI Rosenzweig test M-ka unfinished sentences M-ka diagnostic value orientations M-ka assessment of the level of claims Thematic associations Cattell test Sondi test Test “Hand” Rorschach test M-ka Leary Relationship color test |
To the conclusion in form 2(total labor costs for 1 conclusion 5-6 hours): Study of one or two of the indicated areas.
All basic methods for examining a certain mental sphere, plus 2-3 of the additional ones (at the discretion of the psychologist).
Two opinions in form 2 are equated to one opinion in form 1.
To the conclusion in form 3(total labor costs 3-4 hours):
Questionnaire MMRI with the interpretation of a personal profile.
Three conclusions in form 3 are equated to one conclusion in form 1.
To the conclusion in the form 0(total labor costs 20-25 hours):
One form 0 opinion is equivalent to three form 1 opinions in a hospital, and two form 1 opinions in an outpatient service.
Note:
- In the study of patients: with reduced intelligence; defects in hearing, vision; with a general poor somatic condition, a decrease in the number of presented methods is allowed. Similarly - when examining patients in an outpatient service with a lack of time.
- The list of additional methods cannot be given in full due to their a large number.
- In the psychological study of children, methods specific to a given contingent of subjects are included.
Standards of psycho-correctional work of a medical psychologist:
A. Group psycho-correctional work
Any group work requires careful theoretical and methodological preparation, analysis of previous lessons and the behavior of each of its participants, assessment of the dynamics in the state of each member of the group. Given these conditions, it is recommended to conduct two group sessions per day at the rate of a medical psychologist, including the following steps:
- room preparation, teaching aids, formulation of the task, drawing up a scenario for a group lesson - 30 minutes.
- Introduction and “warm-up” (warm-up) - the initial stage of the group's work - 15-20 minutes.
- Implementation of the main tasks - the main stage of the group's work - 60 minutes.
- Summing up the group lesson - the final stage - 15 minutes.
- Documentary registration of the conducted group psycho-correctional / psychotherapeutic session (filling in a formalized form of a group session or a description of the group session according to the scheme in the diary of group psycho-correctional work - Appendix 8) - 45 minutes.
B. Individual psycho-correctional work
In one working day, a psychologist can conduct no more than four individual psycho-correctional sessions, that is, 90 minutes are allotted for one session, which include:
- Preparation for the lesson (reading special literature, talking with the attending physician, studying the medical history, and in case of repeated classes - analyzing previous meetings) - 15 minutes.
- Lesson - 60 minutes.
- A record of the lesson in the medical history, register and (or) in a special diary of individual psycho-correctional work ( Annex 7) - 15 minutes.
The procedure for issuing a referral for an experimental psychological examination to a psychologist
Appendix 12 to the order of the chief physician of the GBUZ "Name of the Central District Hospital"
The referral contains the following information about the patient:
- Name of the patient.
- Year of birth.
- Primary diagnosis (or diagnostic versions).
- Research task.
Options
A. Differential Diagnosis(with the identification of a pathopsychological symptom complex inherent in a particular mental illness);
B. Clarification of the degree of severity (depth) of the disorders present in the subject (decrease in intelligence, depth of emotional-volitional disorders, personality changes, etc.);
C. Identification of the structure of disturbed and intact links of mental activity;
D. Identification of installation tendencies (simulation, dissimulation, aggravation, sursimulation, metasimulation);
D. Evaluation of the dynamics of neuropsychiatric disorders;
E. Diagnostics of the level of mental development for the choice of ways of training and retraining.
Purpose of the study
Options: VVK; MSEC; SSPE; KSPPE; KEK; school expertise; assessment of the effectiveness of therapy; choice of ways of therapy and correction.
Attending doctor
____________ _____________________
signature surname, initials
"___" ____________ 201__
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Well, that's all, good luck in your practical work as a psychologist! I hope my information will be of great benefit to you and will facilitate your work.
