Oriental stories, parables, metaphors and humor as a method of psychological counseling. Contracts in psychological counseling

"Don't treat movies like reality,
like a chronicle from the newspapers, this is the image of the world,
given to us so that we may become aware of ourselves,
makes you think about your own destiny.
Andrey Zvyagintsev

So, a metaphor in cinema. This topic is very extensive, multifaceted and deep. Therefore, perhaps, I will start from the very beginning: what is a metaphor? In linguistics, this is a trope, the transfer of the properties of one object or phenomenon to another according to the principle of their similarity, a hidden comparison. Metaphors enrich the work, fill it with hidden meanings and double contexts. Of course, it is easiest to give an example from everyday language, those metaphors that we use every day (“fly in the ointment in a barrel of honey”). It is clear that language metaphors will be different for representatives of different nationalities.

As for cinematography, a metaphor in cinema can exist, for example, as an illustration of a metaphor from a natural language (in this case, without knowledge of a linguistic metaphor, the meaning may remain incomprehensible). It could be a metaphor using cinematic language. (For example, a close-up on some object, picture details, editing joints, playing with time, light and other cinematic joys that are very interesting and, in my opinion, immense in their diversity). And it may be a non-linguistic metaphor. According to the cognitive theory of metaphor, metaphor is the transfer of the structure of one area of experience to another area of experience. As applied to the film, we can say that the structure of human life, part of life, history, experience are transferred to the screen, and the whole film becomes a metaphor for our life.

And now - about psychotherapy. Metaphor in psychotherapy is understood as a means of describing one's experience, a way of communicating about it (“I am spinning like a squirrel in a wheel”). Metaphor is a way of expressing one experience in terms of another. "The use of metaphor makes it possible to isolate and observe the model by which we understand ourselves and others understand us." Conditionally, dreams and fantasies of the client can also be attributed to metaphors in therapy.

The metaphor of cinema is an interesting thing, it simultaneously concretizes that part of the experience that it illustrates, and gives room for the imagination of the observer - it is clear that we will perceive any picture only through the prism of our experience. And so the metaphor of the client is born. Already his own, in which, identifying himself with one of the characters in the film, he plunges into fantasy, into a dream, into the “symbolic” of the picture he is looking at. And he already makes some metaphorical image, his own understanding of the film he watched. Or, in simpler terms, something that "hooked". And if for someone the film "The Black Swan" by Darren Aronofsky is about female competition, then for another it is about restrained passion, and for the third - about the narcissistic expectations of the mother (It is correct, by the way, to write here "for one", "other" and " third", because this film responds more sharply to women). All these opinions can be confirmed in the film, however, the client's metaphor will be his concrete understanding of the main figure in the film.

A metaphor in a group always reflects a group figure. The initiators of the emergence of a metaphor in a group are the leaders, the most active and advanced members. If the need is guessed, the metaphor takes root, develops and turns into a collective figure. And here are a few hypotheses... We can outline the fundamental difference between cinema clubs and trainings with the use of cinema. Trainings, as a rule, gather on a certain topic, last one, two, three days, and some processes take place in the group both before and after watching the film. Accordingly, it is not at all bad if you manage to guess the group figure with the choice of the film, otherwise you will be able to introduce it from the outside. As for film clubs, the situation is different. Firstly, people initially come to a certain film, and it can be assumed that they still have some kind of need in the background that responded to this particular metaphor, to this particular film. Sometimes there are no processes in the group before watching the film, often there is an acquaintance, and in some cases a preliminary presentation of the film. And the whole group plunges into the metaphorical world of cinema for one and a half to two hours ...

… “Emerging” after watching, the group begins a discussion (and practically the first interaction) and… finds itself in the metaphor of the film. As the discussion progresses, one can observe how the mechanism of interaction in the group is more and more clearly drawn according to the theme of the film. However, there can always be a catch for the presenters, the temptation to prepare everything in advance - the film has been seen. But the metaphor implies a plural number of interpretations, and depending on the composition of the group, on the context, etc. the figure of the group is born from the metaphor of the film directly in the process of discussion.

There are described stages in the development of a metaphor in a group:

The presence of a group need.
figure in the background. The unconscious image begins to take shape, to stand out like a figure from the background.
group polarization.
Inversion.
Integration.
Completion and destruction of the gestalt. When the need is satisfied, the need for metaphor disappears.

Of course, for the cinema club this is one of the most interesting options for events. That is, in the process of discussion, a figure is formed. The group, being in the metaphor of the film, is experiencing, losing the main conflict shown in the film, thereby reflecting polar trends (“we are for women - we are for men”, “we are for freedom - we are for obeying the rules”, “we are for the desire to achieve of our dreams - we are for a calm everyday existence, ”etc.). An inversion occurs, the participants begin to be interested in other roles, try to try them on themselves, to integrate them. If the experience is integrated, the group is no longer in the metaphor, there is a destruction of this figure and completion.

However, despite all the metaphor of cinema, this may not happen if the metaphor of the film and the group are too dangerous for the participants. Impossible in an unfamiliar group becomes, for example, an acute experience of shame. In such a situation, all subsequent discussion takes place on precontact. But even in such a situation, a topic appears that touches most of the participants, perhaps just not so deep. Cinema is generous, and the same film can bring up and leave open countless topics for discussion, feeling, reflection, and experience. And in a word, it is an aftertaste.

“The aftertaste should be such that you want to live.»
Andrey Zvyagintsev

Literature:

Dorofeeva M. Metaphor in the works of Soviet film directors of the West and East.
I.D. Bulyubash "Guide to Gestalt Therapy"
Efimkina R. P., Gorlova M. F. "Development of Metaphor in the Group Process"

Metaphors (in the form of fairy tales, poems, anecdotes) are consciously and subconsciously used by psychologists to help clients bring about desired changes. Such stories, anecdotes, and idioms have one fundamental quality: they contain important advice or instructive messages about a specific problem. One faces a problem and somehow either overcomes it or fails. The way in which the hero solves his problem may, in a similar situation, be suitable for other people. When any of these stories are presented to the listener with the intention of giving advice or instruction (or if the listener implies such an intention), then it becomes a metaphor for that person. In a general sense, a metaphor can be defined as a message in which one area of things is expressed through terms belonging to another area of things, and together sheds new light on the nature of what was previously described.

Explicitly or implicitly, metaphors are used in all psychological approaches and systems. An example is Freud's use of sexual symbolism as a tool for understanding dreams, fantasies, and "unconscious" associations. Jung invented the metaphors "animus" and "anima". Reich invented "orgone". Humanistic psychology talks about "peak experiences" while mechanists talk about the "little black box". Bern had "games", Perls had "top" and "bottom" dogs, and Janov talked about "primary" experiences. Further, every therapy or system of psychology has as its foundations some set of metaphors (in the form of a dictionary) that gives some part of the people the opportunity to express some part of their experience of the world. However, an important clarification that we must make here is the fact that such metaphors are not the experience itself. Humans don't carry little "upper" dogs in their heads, nor "primal entities" prowling the neighborhood looking for "It" to fight it in duel. Metaphors are just a way of communicating experience.

The above and other metaphors allow you to understand that your client's story about his situation is also a set of metaphors that you can "feel into" to the best of your ability. However, the "feelings" and "feelings" you get out of these metaphors will never be identical to your client's actual experience, just as your responses to the client will be misunderstood to some extent. It often happens that such a system of communication through metaphors leads to more and more errors in mutual understanding and perception.

Each person develops his own unique model of the world, based on a combination of genetically determined factors and his personal experience. The "model" includes all experiences and all generalizations related to those experiences, as well as all the rules by which these generalizations are applied. Some parts of this model undergo certain changes with physiological development and in accordance with new experience, while other parts of this model appear rigid and unchanging. There are no two identical models of the world. We all develop our own and unique models of the world. This clarification is very important to keep in mind, since the collection of accurate information is fundamental to any effective psychological situation. Realizing that all communications are metaphorical and based on a unique experience, we can remember that for this reason they are not complete and that it is the listener who is the one who makes up an idea about what he heard and, in general, about all the information presented to him.

The counselor should never assume that the client fully understands him. He must make sure that what the consultant has told him has reached the client. The same words and expressions can be understood differently by different people. The meaning of such concepts as "hostility", "addiction", "self-abasement", etc., must be revealed by referring them to specific cases in the client's life, and this is very important in the process of psychotherapy. The general principle of the approach to conducting a consultative dialogue is to create such conditions in which the client could independently determine the meaning that certain events have for him, and this is much more productive than when the psychologist tries to explain or inspire the client using statements or questions. , suggesting a well-defined type of response. One of the most useful questions in a consultant's repertoire is, "What do you mean now?" It should be given in a tone that conveys that the consultant only wants to understand the client and has no doubts about his ability to find the answer on his own.

Of course, there are not only differences between models of the world. There are many similarities, partly due to the conditions of education in a specific social environment. The development and use of psychological metaphors should make maximum use of those similarities that describe the patterns in which people express their life experiences.

Fairy tales are psychological because the client finds his own solution by associating what in them seems to be about him with the conflicts of his inner life, with what he is currently experiencing. The content of the tale usually has nothing to do with the current life of the client, but it may well reflect what constitutes his internal problems, which seem incomprehensible to him, and therefore insoluble.

Thus, the purpose of psychological metaphors is to initiate a conscious or subconscious search that can help a person use personal resources to enrich the model of the world in such a way that he needs to be able to cope with the problem that occupies him.

The main requirement for a metaphor in relation to its effectiveness is that it meets the client in his model of the world. This does not mean that the content of the metaphor must necessarily coincide with the content of the client's situation. "To meet the client in his own model of the world" means only that the metaphor must preserve the structure of the given problem situation. In other words, the significant factors of metaphor are interpersonal relationships and the patterns by which the client operates within the context of the problem. The context itself doesn't matter.

Psychological metaphors, like therapy in general, begin with a problem. The first and foremost task of someone who helps people is to achieve a certain level of understanding of the nature and characteristics of the client's problem, as well as an awareness of the direction in which he wants to change his situation. An important prerequisite for effective therapy and for the work of psychological metaphors is the need for an accurate formulation of the client's goals. This means that the client will be in control of the changes that need to be made.

The fundamental characteristic of psychological metaphor is that the participants in the story and the events taking place in it are equivalent - isomorphic - to those persons and events that characterize the client's situation or problem. This is represented both in the metaphorical list of actors and in the processes and parameters of situations related to the problem. Such representations are not equivalent to the parameters of the problem itself, but are equivalent to it in the sense of establishing the same relationships that are identified between the parameters of the metaphor and the actual situation. In this sense, "isomorphism" is understood here as a metaphorical preservation of relationships that take place in an actual problem situation.

In the course of constructing effective metaphors, it is not enough to simply include in the story one participant, respectively, participants in the actual problem, and one line of events for each actual event concerning the problem. The relationship and the course of the current situation must be taken into account in the story so that the client accepts this as a meaningful representation of his problem for him. Such a requirement means that what is meaningful for a metaphor is also an isomorphic representation of the relationships and processes found in the problem. If the isomorphism condition is satisfied, then any context is suitable for compiling a metaphor. When choosing characters for a metaphor, it doesn't matter who they are. What matters is how they interact.

So far, the only way to complete the main metaphor has been the question of solving the problem. By observing your client, you intuitively know what changes would be beneficial for him, and you can determine which outcome should be chosen. However, in many cases, the client determines the resolution itself. Clients usually know what changes they would like to make. Where they most often find themselves confused is in building a bridge between their present, unsatisfactory, and repetitive situation on the one hand, and their desired situation on the other. Therefore, metaphor has as its two main components a desired outcome and a strategy that would make it possible to bridge the gap between the problem and the desired outcome.

In order to lead the client from his constantly recurring problem situation to the desired outcome, a kind of experimental behavioral bridge must be built between the one and the other. It's usually not enough to just jump from a "problem" to a "new behavior" because that's what the client was trying to do without success. This bridge between the problem and the outcome is called a bridging strategy.

To understand what a “bonding strategy” is, one can use the concept of recalibration. Usually, all problems are recursive in nature, that is, the same or similar configurations of events are repeated over and over again, producing, in the end, the same set of unpleasant or unwanted experiences. Therefore, in order to facilitate the solution of a problem, it must be subjected to recalibration, which is a function of the bridging strategy and ultimately allows a person to get out of repetitive situations with freedom of choice.

Recalibration of a recurring situation includes:

1. Providing the client with the ability to recognize in which cases events are in such a proportion that they become problematic.

2. Providing the client with the means by which he can reproportionate these events.

Then, returning to the questions of formulating metaphors, the first step in recalibrating would be to introduce a character (equivalent to the client) who in some way violates the old pattern of behavior, as a result of which he, in the end, turns out to be capable of effectively changing the situation. This "somehow" is the way you will use the metaphor and will depend on your experience and intuition as a helper to people and an ordinary human being.

The second step would be to descriptively present a character who has an understanding of calibration becoming a problem and the way in which that problem could be recalibrated.

As already mentioned, the desired outcome often implies a bridging strategy. But the most appropriate strategy that could lead to this outcome is one that the client directly or indirectly induces himself. An excellent way to get this information is to ask the client to describe how the client tried to solve this problem before coming to the psychologist. Describing in detail his mistakes in solving the problem, the client will indirectly describe what needs to be done in order for the goal to be achieved, that is, describe at what points he becomes confused and, thus, in what directions his model is limited.

Another great way to get this information is to ask, "What's keeping you from..?" Therefore, the bridging strategy that the client induces for himself is that he takes too long to overcome or circumvent his fear of doing what he wants to do, and to understand that there is no need to put fear first. place.

Another vital ingredient in problem solving is reframing. To "reframe" means to take a previously painful or unwanted experience or behavior and recombine it so that it is valuable and potentially useful.

So, the whole process of formulating the main metaphor is as follows:

Collection of information

1. Identification of significant persons involved in the problem:

a) identification of their interpersonal relationships.

2. Identification of events specific to the problem situation:

a) determining how the problem develops (calibration).

3. Determination of the changes that the client would like to make (outcome):

a) checking that they are accurately formulated.

4. Identification of what the client has done in the past to solve the problem, or what is holding him back from making the desired changes (which may initiate a bridging strategy).

Creating a metaphor

1. Choice of context.

2. The choice of characters and the plan of the metaphor so that it is isomorphic to the identification of significant persons and events and the desired outcome.

3. Definition of permission, including:

a) recalibration strategy;

b) desired outcome;

c) reformulation of the immediate problem situation.

4. Message metaphor.

Metaphor is an excellent means of establishing contact and can be used as a diagnostic tool for a detailed study of the problems of parent-child relationships, to resolve existing communication difficulties and develop trusting and loving relationships.

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Consulting

Using Metaphors in Counseling Parents

A.Yu. Kremlyakova
pedagogue-psychologist MADOU kindergarten of combined type No. 30, Belebey, Republic of Bashkortostan

Metaphor (Greek metaphora - transfer) - the transfer of the properties of one object (phenomenon or facet of being) to another according to the principle of their similarity in some respect or in contrast. In psychology, this is a conscious therapeutic technique, a figurative way of describing a situation, a figurative comparison that helps to see new meanings through a picture.

In his book "History and Metaphors to Help the Coach Leader" V.N. Bogdanovich considers metaphor as a way of metaphorical expression of the problem, experience, personality of the client himself with the aim of their therapeutic study.

Metaphor is an excellent means of establishing contact with the parent and allows, according to I.G. Kutergina , more precisely, to carry out the first stage of diagnosis, then make corrections, it is easy to track the dynamics and movement of psychological processes and qualities, and also to carry out the final stage of observation with subsequent recommendations. In addition, it can be used as a diagnostic tool for a detailed study of the problems of parent-child relationships. The behavior of the parent during the telling of a metaphorical story, further analysis of the nature of the drawing and its plot (if drawing is carried out), the specifics of the discussion of the metaphor - all this can provide information about the features of the relationship in the "parent-child" system.

Metaphors can be used in individual or group consultations using the following options:

reading and discussing metaphors (expressed in parables, instructive stories) together with parents;
discussing drawings-metaphors and compiling stories based on them;
work with metaphorical cards.

All variants of metaphors are used to familiarize and assist parents in the practical development of psychologically competent forms of effective interaction with children, to resolve existing communication difficulties and develop trusting and loving relationships. They help to learn to accept your child without judgment, to understand and pronounce his feelings, to resolve conflicts.

Metaphors-parables

Reading the metaphors will help establish a trusting atmosphere between the educational psychologist and parents, and can also become a starting point for discussing a specific problem of child-parent relationships (both during individual counseling and during a group session). This approach can be supplemented with visual correction techniques (dramatization in the sandbox, drawing on a sheet of paper or sand surface, modeling, etc.).

Let's give examples of metaphors.

Metaphor-parable of the apple tree

Target: assistance in the parent's awareness of the consequences of their actions (or inaction), taking responsibility for the upbringing of the child.

However, days, weeks, months, years passed. And gradually the farmer lost his desire to take care of the apple tree. “After all, there are more important things to do, and the apple tree is growing well,” he thought.

Once, having come to his garden, the farmer suddenly found in the place where his favorite apple tree grew, a withered, crooked, diseased tree. He got so angry that he grabbed a shovel, uprooted the apple tree from the ground and threw it over the fence.

A woman passing by felt sorry for the tortured lonely tree. She planted it in her garden and took care of it. And about a miracle! The apple tree came to life and blossomed even more than before. Yes, it was the same apple tree that once delighted the farmer, only now it was blooming in the neighboring garden. And the farmer's garden was empty."

Issues for discussion:

What do you think is the meaning of this story?
Who would you like to be more: a farmer or the woman who took the apple tree to her? Why?
What feelings are you experiencing right now?
What do you want to do?

Metaphor-parable "Fragile things"

Target: help in understanding the need to educate children in responsiveness, sensitivity, goodwill.

“Somehow an old wise man came to a village and stayed to live. He loved children and spent a lot of time with them. He also liked to give them gifts, but he gave only fragile things. No matter how hard the children tried to be neat, their new toys often broke. The children were upset and wept bitterly. Some time passed, the sage again gave them toys, but even more fragile ones.

One day, the parents could not stand it and came to him:

You are wise and wish only the best for our children. But why do you give them such gifts? They try their best, but the toys still break and the children cry. But the toys are so beautiful that it is impossible not to play with them.

Quite a few years will pass, - the old man smiled, - and someone will give them his heart. Maybe this will teach them to handle this priceless gift a little more carefully?

Issues for discussion:

What did you feel after reading this parable, what did you think about?
How, in your opinion, can one instill sensitivity and cordiality in a child?
In your opinion, are such qualities as responsiveness and cordiality needed in the modern world with its “consumer” attitudes?

Parable about understanding (N. Stanovkina)

Target: awareness of the need to establish closer relationships with children (perhaps with the help of active listening techniques, I-statements).

“Once upon a time, young people came to the sage from a distant village.

Wise man, we heard that you give wise advice to everyone, show the right path, reveal the truth. Help us too! The older generation in our village has ceased to understand us, and it is very difficult for us to live with this. What should we do?

The sage looked at them and asked:

What language do you speak?

The entire younger generation speaks gibberish.

What about older residents?

Young people thought and confessed:

We didn't ask them.

That is why you can only listen to them, but not hear them!”

Issues for discussion:

How would you describe your interaction with your child? Imagine some image that characterizes your communication. Recall and describe a situation that is typical for your communication with a child.
What helps you communicate? What's stopping you?

Metaphor "Two Little Boys"

Target: assistance in realizing the need for non-judgmental acceptance by a parent of his child, as well as the important role of parental attitudes, expectations (expressed in words, actions) in shaping the child's personality, his self-esteem and beliefs.

“The teacher was sitting on the seashore, resting after a long excursion. He admired the space and watched how two boys of about six played together. They ran, laughed, and then, tired, sat down next to him and began to talk:

What do you want to be when you grow up? I want to be a neurosurgeon.

I don't know. I never thought about it. You know, I'm not very smart...

The wind carried away their conversation. And the teacher thought about where the second boy got such a belief in the limitations of his own abilities. From a teacher? From parents? He is six years old, and if he does not change his mind or someone else does not help him change his point of view, this will have a negative impact on his life, limiting his faith in his own abilities, fettering his potential ... "

Issues for discussion:

Close your eyes. Imagine your child and your interaction with him. What words, phrases do you use most often when talking with a child?
How does your child react to praise and comments from you?

Work with the text can be supplemented by the following tasks.

How do I see my child?

Target: awareness of the characteristics of the child.

Let's see how you perceive your son (daughter). Here is a list of qualities that can describe the personality of any child. Please note the presence of these qualities in the child:

like everyone else;
who is different from others;
which annoys you;
in which you see the personality;
ideal;
your his.

List of qualities	Child	like everyone else	which is different from others	which annoys me	in which I see personality	ideal	my
Aggressive
Talkative
Cheerful
Stubborn
Capable
Cunning
Active
Communicative
Fair
Obedient
Hardworking
Careful
Defenseless
Responsible
Closed
Leader
Lazy
Modest
Evil
Responsive
Confiding
Silly
conflict
Initiative
Unrestrained
Rude
Impudent
masterful
sloppy
Indifferent
Bold
Attentive
Independent

Match the five characteristics to the last column and answer the question: "Which characteristic matches your child's profile the most?" Tell us what he, your child is like: like everyone else, ideal, personality, a child who is different from everyone else, who is annoying? Or does it have the qualities of all profiles?

"What are we in the family"

The instruction of the teacher-psychologist.Tell us how you feel about your child. For example, mom is patient, persistent, affectionate, responsive, and dad is calm, serious, kind, confident? .. Let's look at ourselves as a parent from the outside. Divide the sheet into two columns ... In the first, write what upsets you in the child, and in the second - what makes you happy ...

Now analyze. If there are more qualities in the first column, then you are an overly strict, demanding, sometimes punishing parent. If more in the second column, you are an understanding, supportive, and helpful parent.

Drawings-metaphors

One of the options for using metaphor in the course of individual or group consultations is to discuss metaphor drawings and compose stories based on them (technique developed by S. Tsvetkova). Asking leading questions, involving parents in an active discussion, the educational psychologist leads them to an objective understanding of the existing problem, and then to the development of possible forms of behavior and correction of parent-child relationships.

"Lock and Keys"

Target: help in understanding the need to build an individual approach to the child and methods of education.

Material: image of a lock and a bunch of keys.

The instruction of the teacher-psychologist.Look at the pictures I have prepared for you. What is depicted on them? .. That's right - a lock and keys. How would you describe the castle? What is he? (Possible answers: heavy, iron, closed, etc.) Yes, the lock is closed. What is needed in order to open this lock? .. Yes, keys are needed. Here is a bunch of keys. Can any key open the proposed lock?.. Alas, no. It may be that in this bundle there will not be the key we need. Each lock has its own key, which can be used to open the proposed lock.

What can a lock and keys be compared to?.. Yes, a lock is a child, and keys are methods of influencing it, methods of education, forms and methods of interacting with it. In order for the child to open up to us, it is necessary to choose the right one key, that is, the method of interaction with him. Is it possible to open the lock in another way without using the keys?.. Yes, you can. For example, with the help of a hacksaw, crowbar, ax, ingenious master key. But their use necessarily leads to a breakdown of the lock. The same thing happens with the child, his psyche, when wrong, barbaric methods of education and influence are applied to him.

"Egg and Chicken"

Target: to promote awareness of the peculiarities of the course of age-related crises (in particular, the crisis of three years).

Material: egg image.

The instruction of the teacher-psychologist.Let's talk about how the crisis of three years is going. To better understand, imagine a chick that has not yet hatched from an egg. In your opinion, how does he feel in the shell? .. Is he safe? .. Does he have enough nutrients? .. Yes, he is comfortable and calm, but ... despite this, at some point the chicken destroys the shell in order to get out . Why do you think?..Possible answers: He may suffocate, there is very little space, he has run out of nutrients, he is growing, etc.)

Now let's look at our situation. Permanent custody of parents for a child is the same shell. He's warm, cozy and safe under her. Until a certain moment, he needs it. But the child grows, changes inside, and the day comes when he realizes that the shell begins to interfere with his growth. Therefore, he begins to resist the previous conditions, begins to destroy this shell in order to continue his further development - which manifests itself during the crisis of three years.

metaphorical cards

During consultations with parents, as one of the effective techniques, you can use sets of metaphorical cards with parables, wise thoughts, sayings: “The ABC of parental love”, “Time is the wisest thing, because it opens everything”, “All facets of harmony”, “Steps to wisdom”, “Treasury of vitality”.

The parent is invited to read the inscriptions on the proposed postcards and choose the one (you can have several) that is most suitable for his situation. He needs to be given time to listen to himself, sort out his feelings and remember the moment of difficulties in the relationship with the child. It is important that he think about what could have prompted the child to behave in this way and in no other way, and analyze his response behavior. Then, together with the teacher-psychologist, a behavioral tactic is developed, which should come from a new understanding of the feelings and intentions of the child and parent.

Let's take an example.

At the consultation, Vanya N.'s mother (6 years old) complained of her son's restlessness and disinhibition. Behavioral problems of the child are the result of neurological disorders, which later became the reason for the deterioration of the parent-child relationship. During the conversation with his mother, it turned out that the boy was registered with a neurologist. The doctor recommended that medical treatment be supplemented with psychological correction.

For the conversation, the teacher-psychologist prepared metaphorical pictures from the ABC of parental love set. After viewing by the mother, several postcards were selected, which determined further correctional and advisory work with the parent-child couple:
“Love for children must be expressed in a clear and understandable way for them. Children are looking for confirmation that they are loved in relation to them, in our voice, eyes, gestures. Therefore, kiss and hug your children as often as possible, talk to them, listen to them, look at them with love and tenderness.
“Yelling at children is useless. By yelling, you will only show the child that you have lost control of the situation and do not know what to do next. A calm, restrained statement is more likely to be heard, because, as they say, “wise words spoken quietly are heard” ... "
“A firm ban on what you think is really harmful to a child is not cruelty. With specific and reasonable restrictions, you make the baby's world simple and clear. He begins to clearly see its boundaries and feels safe.”
“Children need to run, jump, scream, make noise. In order to save your home from possible destruction, discuss in advance where the child can give free rein to his energy, and where this should not be done.

Algorithm for further actions:

1. Clarification with the mother of the actions already taken by her to solve the problem (a list is compiled on paper). Such a technique becomes important in the case when the educational psychologist wants to help the parent to commit himself to abandon those actions that turned out to be useless or, moreover, destructive.

2. Discussion of the consequences that she experienced on herself, using ineffective or destructive ways of influencing her son. The meaning of this stage is that when all the pros and cons of actions are indicated, the desire for change increases. The parent clearly sees the price he pays for his destructive behavior, and his motivation to search for more productive actions increases.

3. Search for new ways to solve the problem by brainstorming with an analysis of the effectiveness of each. As a result of the joint work, the following strategy of interaction with the child was developed:
reduce Vanya's workload, and offer complex activities in the morning, and not in the evening. Negotiate with him about certain actions in advance, while giving short, clear and specific instructions;
divide work into short but more frequent periods, use physical education minutes;
when communicating with a child, use visual and tactile contact (elements of massage, touch, stroking);
use a flexible system of rewards and punishments, and encourage immediately, without postponing for the future;
give the child a choice;
introduce rituals of interaction that must be strictly observed, regardless of whether the parents are busy with work and household chores, namely:
- joint walks (required);
- reading a bedtime story;
- joint games;
- regular visits to the theater, exhibitions, cinema;
- joint performance of household chores;
while observing the rituals of interaction with the child, pay attention to his mood and his feelings;
reduce the time spent by the child in front of the TV and computer.

One way to understand the specifics of a subject is to liken it to another subject that is simpler, more learned, or more structured.

It makes no sense to liken something more complex and obscure, since you can confuse it even more. Although heuristically, such a move can be useful for a consultant. So, a consultant who feels that his status in the eyes of a client is declining will let such a fog over himself - “Well, a pure magician and wizard!”.

Most often, when trying to explain what counseling is, it is likened to subjects such as science or engineering. Even in the well-known opposition "natural - artificial", adopted in the school of G. P. Shchedrovitsky, traces of the two indicated objects are visible (Shchedrovitsky, 1995).

It has become customary that the social sciences are filled with discussions about the purity of the methodical approach.

Here is the contradiction between the ideographic and nomothetic approaches to social reality, and the discussion between classical and non-classical social knowledge (Grechikhin, 1988; Polanyi, 1985; Feisrabend, 1986).

Depending on the orientation, researchers either complain about the general decline in the level of research and the admission of “alien” methods and approaches in them (Batygin, 1995), or call for pluralism, which found one of the first manifestations in the principle of proliferation. (proliferation- English, “rapid growth”) P. Feyerabend: “Everything is permissible” (Feyerabend, 1986).

A similar discussion unfolded in relation to the phenomenon of the influence of the observer on the phenomenon under study. Starting with a reflection of the Hawthorne experiment and continuing in the action research method proposed by K. Levin, this discussion formed the methodological substantiation of management consulting (Yuksvyarav et al., 1988).

It is worth recalling, however, that in the late 1920s - early 1930s. the outstanding domestic psychologist L. S. Vygotsky conducted research according to the methodological scheme, called the "genetic method" (Vygotsky, 1983-85). The peculiarity of his method was that, constantly influencing the child, he developed certain ideas and skills in him.

A number of concepts proposed by L. S. Vygotsky have not lost their significance for counseling. The first of them - the "zone of proximal development" - is as follows. A child in the presence of an adult behaves differently than alone. With minimal support from an adult, he is able to solve more complex problems than without it. The space of the zone of proximal development is different at different ages, in different children and in the presence of different adults. Regardless of the conclusions following from the Hawthorne experiment, Vygotsky began to work actively with the effects of the observer's influence on the observed phenomenon and even to measure the effect of this influence.

The line of thought proposed by Vygotsky is extremely relevant for counseling.

First consequence Of this, it is not so much the classification of styles and types of counseling that is important, but the classification of "consultant-client" systems.

Second consequence- it is quite possible to diagnose client organizations from the standpoint of measuring the size of their "zone of proximal development".

Third consequence - achieving the goal of counseling cannot be anything other than the result of joint efforts.

In counseling, discussions about the consultant-client relationship are common. In our opinion, such a term deliberately introduces a limitation in the consideration of the subject. The concept of "relationship" can be attributed more to the initial establishment of trust and is of little value for the analysis of the later stages of joint activity. It would be more correct to talk about interaction and ways to optimize it.

The concept of the zone of proximal development has the following applications in relation to management. The traditional classification of management structures (hierarchical, divisional, matrix, free, etc.) should be revised for consulting purposes. Surely, each of these types of structures has different development potentials, and this cannot be ignored when consulting. Intuitively, matrix and free structures are more promising in terms of development. However, caution does not allow definitive conclusions to be drawn until reliable empirical results are obtained.

Both classical and non-classical views have found a place in counseling. Thus, the allocation of the diagnostic stage, accepted by many, has become a manifestation of classical research views. There is no doubt, it is important, when starting any kind of influence, to know the current state of affairs, to diagnose the organization.

Nevertheless, if we use the medical metaphor to the end, we cannot fail to notice that even in medicine there are situations, mainly associated with a lack of time, when surgery is carried out simultaneously with diagnosis, or even diagnosis itself is possible only on the basis of surgery.

The same express situations take place in counseling, when there is an obvious shortage of time. And diagnostics can also be implemented in the process of influencing, and even “overturning” the client.

Do not forget about the mutual influence of the client and the consultant. In interviewing, this influence is manifested to a high degree. Although the rules of the interview are set in such a way that the client's opinions are more likely to influence the position taken by the consultant, the latter should not withdraw himself from influencing the client. In fact, the concept of "developmental interview" captures the validity of this statement. The interview is not only a way to obtain information, it is the beginning of the consultant's active influence on the state of affairs in the organization.

Almost every method can be rotated in several directions. This feature of pivotability or flexibility may be chosen to classify counseling methods and styles practiced by different counseling traditions. Thus, it is no secret that the style of some foreign consulting firms does not involve significant changes in the methods used. Just as industrial giants produce thousands of products of the same quality, so do consulting firms produce dozens of reports that differ only in basic calculated figures and the resulting estimate. Of course, everything real is reasonable. In the conditions of economic stability customary for the work of consultants of these firms, a change of even a tenth of a percent is an event.

But in conditions of chronic instability, the stereotypical use of methods is less effective than the variability of methods in response to variability in conditions. The author in no way would like to exalt the uniqueness of domestic instability. Hope it ends someday. And then the time will come for stable methods of counseling. In the meantime, consultants who are adept at using unstable agile methods have some sort of advantage.

Probably, among other problems that do not yet allow organically uniting the efforts of domestic consultants in management, economic instability, leading to the demand for different and non-stationary methodological approaches, plays an important role. Compact and diverse groups of consultants are in demand to a greater extent than large firms working according to uniform standardized methods.

Such advantages can be attributed to multi-purpose methods that achieve several goals simultaneously.