Module 1 "Immersion in the profession"
In this module, we will get to know each other and discuss the main aspects of child psychotherapy; consider the ethical principles of work; talk about the personality of a child psychotherapist; learn the basics of the formation of the professional identity of a child psychotherapist; we will understand that the most important thing is contact and find ways to establish contact with the child and parent.
Module 2 "First meeting"
In the second module, we will learn how to competently organize the first meeting and try it in practice; discuss why a psychotherapeutic contract is needed; find out how child psychotherapy differs from adult; learn about the goals of child therapy and get acquainted with the structure of the process of child psychotherapy.
Module 3 "Seeing the child"
In this module, we will learn what a psychotherapeutic environment is and how to create it; consider aspects of creating a therapeutic relationship with a child; get acquainted with various methods diagnostics. We will find answers to questions such as: What is "give to be" in child therapy? How to learn to understand inner world child? We will get acquainted with the method of art therapy and learn how to apply it.
Module 4 "Understand and do not violate"
In the fourth module, we will get acquainted with age characteristics children and adolescents - let's talk about the crises of child development; learn the age-related challenges that every child faces in the process of growing up; discuss how attachment is formed and how its violations manifest themselves; we will understand how to accompany the child in his development. Let's get acquainted with the method of fairy tale therapy and learn how to apply it.
Module 5 "Live and overcome"
In this module, we will explore the stages of child psychotherapy and the drivers of change; we will understand what causes changes in the inner world of the child and the parent. Consider the forms of interaction with the parent. We will learn how to deal with various feelings - fear, anger, resentment, anxiety and try it in practice.
Module 6 "Being together - easy or hard?"
In the sixth module, we will consider the features of the group work of a child psychotherapist. We will understand how to organize and conduct psychotherapeutic group work with children or parents. We will participate in various group exercises. We will get acquainted with the method of game psychotherapy and learn how to apply it in practice.
Module 7 Faith, Resilience, Flexibility
The seventh module is devoted to aspects of the work of a child psychotherapist with children with special needs and children in difficult life situations. We will cover such complex topics as: suicidal behavior in children and adolescents; violence in family; childhood and adolescent depression; psychosomatic diseases of children and adolescents. Understand what childhood trauma is and how to deal with it. We will find out how a child psychotherapist can be useful in various difficult situations and disorders of child development.
Module 8: Building on experience
The eighth module is devoted to the integration and systematization of acquired knowledge and experience. We will consider and analyze the cases presented in the work of a child psychologist. Let's see how group supervision works. Understand what we can rely on in our work. We will get acquainted with the method of sand therapy and learn how to apply it in practice.
Module 9. Certification session
Psychotherapeutic work useful for children different ages and according to the traditions of deep therapy, psychoanalysis and Jungian analysis, it is carried out in a specially equipped room individually with the child. Analytic psychotherapy is always accompanied by consultations for parents (usually once a month or every few months) and may, in certain cases, include joint sessions of parents with the child. Exists certain rules for the organization of analytical psychotherapy, which are important to know for effective work.
Children's analytical psychotherapy (psychotherapeutic work) is a way of personality transformation. It is different from other types of psychotherapy. This is work with the inner world. This is work with emotions. Thanks to such work, the development of the child can go faster, and not only emotional and personal, but even cognitive and intellectual.
The reaction of the psychotherapist to the behavior of a boy or girl differs from the usual reaction of the surrounding adults for the child, because the psychotherapist relies not only on the psychological characteristics of the child, on what is noticeable to others ( appearance, behavior, learning ability), but also on the understanding of the unconscious child. Unconscious- different emotions that the child denies or is not aware of, which he cannot control, fantasies about the structure of the world: everything is dangerous in the world or girls are worse than boys, or that the younger brother / sister takes away parental love. These fantasies live in the inner world if they do not find their expression. In psychotherapy, we try to find expression for them and to free the child, helping him to develop freely further. AND task of the psychotherapist does not consist in telling the child what to do or specifically forcing the child to do something. His task is to develop the ability to be with the child in his experiences, to enable the child to realize the meaning of his reactions in a given situation, so that the child can change the usual way of reacting. This cannot be taught by the higher schools, no textbooks, hands-on training required.
When is analytic psychotherapy needed?
Parents often intuitively know that something is wrong with their children. But they cannot find a way to influence the situation. When they say "Behave yourself", "Do not make me angry", "Don't hurt your sister", "Be brave", "Show the school what you know", they try to overcome this problem directly by telling the child what he should do differently. But often the child draws completely different conclusions from these direct instructions: he is bad, he is incapable, because of him all the troubles. When parents seek psychotherapy, the situation is already quite serious. Relations are tense, the degree of misunderstanding has reached its highest point. Educational, therapeutic and corrective measures available to parents have been exhausted.
There are several situations when psychotherapy is needed:
- The first is problems with behavior and character that prevent children from adapting to the outside world and being successful, or prevent them from finding understanding in the family and at the same time feeling safe and calm. The meaning of deep therapy is to help the child to be himself, to understand himself.
- Another type of situation is requests related to some crisis situations. This may be a conflict at school, a move, a physical injury that led to changes in habitual life, the appearance of new family members (marriage of one of the parents, the birth of a brother / sister), the loss of loved ones (death or a quick divorce).
The child's psyche forms behavioral, personal, emotional problems, especially if there are concomitant neurological diseases. In this case, the joint efforts of a psychotherapist-psychologist and a doctor are required. In order to understand what exactly happens to different children with the same symptoms and similar complaints from parents, subtle diagnostics, work experience and flair are needed. Analytical diagnostics, like analytical psychotherapy, requires understanding and deciphering the symbolic and emotional meaning of what the child does and says.
Play is the language by which the child communicates what is happening to him, but parents and adults around him often do not understand the child's play. The child opens his inner world to the psychotherapist in the hope that the psychotherapist will be able to understand him. In an attempt to establish a dialogue with the child, you can use the game and drawing, the sandbox, writing fairy tales and fantasizing.
An analytically oriented psychotherapist, in addition to basic knowledge and a set of techniques, needs the ability to understand symbolic language, distinguish hidden meaning in the words and actions of the child, be able to speak children's language. For example, a child has a very tender relationship with his father, he idealizes his dad very much. At the same time, it is difficult for him to develop his masculine identity, he does not obey, he behaves like a "loser", because. can't be better than dad. A boy draws a tree with a cat sitting on a branch. The therapist with the child begins to fantasize about this cat. The therapist assumes that the cat has a son-kitten, and with incredible joy he draws this kitten: the cat is the father and the kitten is the son. With this, the child in his imagination is invited to explore and feel a constructive union with his father, as this is his age-related need, which is hindered by an unconscious conflict (he is not worthy of his father). Neither higher education institutions nor textbooks can teach such a consideration, it is participation in the simulation of a therapeutic session, taking on roles and playing children's games in a study group that enables participants in the classes to experience the experience of therapeutic interaction and then use it in their work. Thanks to this experience, psychological intuition is formed, the ability to use in working with a child the knowledge and techniques that are needed here and now with this particular client.
What is the result of analytic psychotherapy?
Psychotherapy is not supposed to make children comfortable, it allows children to develop in their individuality. If parents want to use therapy to mold a child into a pattern, then this may not be the best way to go. The therapy metaphor is a good understanding. Psychotherapy helps the child to understand others, and parents to understand their child and change this understanding as he grows up and develops.
How do we learn analytic psychotherapy?
Professional excellence is born precisely in a situation of mentoring or in a situation of practical training, when learning is the production of one's own good experience, one's own skills, one's own ideas, exercises of one's confidence, identity is formed from this. Teaching child therapy is, first of all, the formation of the ability to feel, the ability to distinguish subtle nuances, the development of qualities necessary for a child psychotherapist. This is the formation of a conscious approach to the organization of analytical psychotherapy with children. For a child psychotherapist, it is important to be able not only to work with a child, but also to build relationships with parents correctly, overcome resistance, maintain motivation, maintain boundaries, and develop parents. There are many tasks here. Training in analytical psychotherapy includes familiarization with diagnostic and therapeutic techniques, developing an understanding of the mental material that the child provides and what the therapist should do with it, working with clinical cases of leaders and supervision of group members. Neither higher educational institutions nor textbooks can teach this, but only group and individual (supervision) practical training.
Children's psychological center "IGRA" (Institute of Harmonious Development and Adaptation) is located in the center of Moscow, not far from Pushkinskaya, Chekhovskaya and Tverskaya metro stations. We are working child psychologists, child psychiatrists, neuropsychologists, child and family psychotherapists, speech therapists - defectologists,- specialists of the highest qualification, doctors and candidates of sciences with extensive experience in practical and pedagogical activities. We are approached by parents with children from 0 to 18 (or more) years old.
We deal with a wide range of problems: behavioral disorders, learning and communication difficulties, difficult family situations, developmental delays, neurosis, psychosomatic disorders, hyperactivity, mood disorders and other mental disorders. The cozy rooms of our center are equipped with everything necessary for working with children.
Our services
Correctional classes for children with special needs
Seminars and trainings for specialists
Child psychologist consultation
It is advisable to contact a child psychologist if:
- the child has a hard time adjusting to kindergarten, school, in a new place;
- touchy and quickly loses his temper (emotionally unstable);
- wants to always be in the spotlight;
- quickly becomes aggressive;
- does not find contact with other children, does not find friends;
- there were problems at school: poor academic performance, difficulties in mastering the school curriculum, lack of interest in learning, attention deficit, restlessness, increased distractibility;
- conflicts with parents, excessively attached to one of the parents;
- there were problems in the relationship between the parents that the child observes (divorce, pre-divorce state);
- in the event of the birth of a brother or sister;
- in the event of the death of one of the parents or close relatives;
Frequent colds in children, headaches, abdominal pain, skin and allergic diseases can also be a reason to contact a psychologist. All of these diseases can have not only physiological, but also psychological reasons These are the so-called psychosomatic disorders.
The initial consultation with a child psychologist lasts about an hour and a half.
The psychologist first talks with the whole family - parents and the child, then asks the parents about all aspects of the child's development and the problem. After that, the psychologist communicates with the child (talks, plays or gives simple tasks, for example, draw something). Communication of a psychologist with a child can take place both in the presence of parents and without them.
In conclusion, the psychologist shares his findings with parents and makes recommendations. The psychologist does not make medical diagnoses and does not prescribe medication!
The main form of psychotherapy with children is play therapy.
It allows the child to better understand himself, to feel the inner strength and easier to establish contact with the environment. In addition, play therapy gives children the opportunity to express strong feelings, especially anger, in safe ways. As a result of play therapy, the symptoms that bothered parents are weakened or disappear altogether.
Play therapy is indicated for children from early preschool through adolescence. The therapy is carried out in a specially equipped room, which has a sandbox, a variety of toys, paints, clay.
Classes lasting from 50 minutes to 1 hour are held individually or in a group. The frequency of classes is from one to two times a week. After several sessions with the child, a separate session with the parents is held. to discuss the dynamics of the therapy process, as well as to resolve any issues of interaction between parents and the child.
A child psychologist today is one of the most sought-after specialists in psychology and psychotherapy. The super-fast rhythm of life does not leave parents the opportunity to fully communicate with their child. As a result, the child develops a whole bunch of complexes, neuroses, phobias. It is difficult for modern children to adapt in society, to find mutual language with peers. And parents have forgotten how to communicate with their children.
A child psychologist helps a child:
- establish communication with family members;
- to make friends;
- learn to understand yourself and others;
- cope with fears and complexes.
The solution of these and many other problems of the child in the Center "Here and Now" becomes possible thanks to highly qualified and rich practical experience of our child psychologists.
From the day a child appears in the family, we pass the parenting exam every day. At first, anxiety seizes mothers. As the child grows older, fathers face the question “how to educate?”. A child tests us for maturity, endurance, wisdom, flexibility and perseverance for many years, maybe our whole life.
A human child, unlike animal babies, depends on adults for a long time. The future happiness of the baby directly depends on the quality of the connection with the mother. This existential reality gives us the opportunity to influence the child and, at the same time, determines the responsibility for the result of parental care and upbringing of our child.
Studies conducted in the US and European countries show that every fifth child needs psychological help. Parents of preschool children think about the problems of the development of their children. Behavioral problems, hyperactivity, learning difficulties are more often found in children 6-11 years old. In adolescence, previously hidden family traumas, a lack of emotional warmth and the ability to separate (separate) the child from the parent and the parent from the child are exacerbated. At each of these age stages, the help of a psychologist, child psychotherapist, family therapist is invaluable.
A child psychologist works with a wide range of tasks. Child psychotherapy is effective in case of:
- complexities of behavior, experiencing the divorce of parents;
- conflict situations in the family and school;
- learning difficulties, lack of motivation to learn, hyperactivity;
- jealousy of younger brothers and sisters;
- fears, phobias, high levels of anxiety;
- shyness, difficulty in establishing contact, feeling of loneliness;
- psychosomatic symptoms, chemical dependence;
- teenage crisis, self-harm, leaving home.
Consultations, psychotherapeutic meetings, children's and teenage groups are held in the form of a dialogue or a game.
With the kids, work takes place in joint drawing, acting out situations, building from sand, writing a fairy tale.
A teenager can see a true friend in a psychologist who will listen and advise in a language understandable to a teenager, guide, but will not “read morality”. In the adolescent group, the exchange of opinions and experiences is already taking place between the adolescents themselves. Such work becomes support for the child and the parent.
A child psychologist is a bridge between your fatigue and your child's resentment.
The specialists of the Center successfully solve problems within the framework of children, adolescents, child-parents and family problems. Since 2001 we have been providing family education, individual and group psychotherapy. The first psychological camps in Moscow were organized by the staff of the Here and Now Center. Every year during, in parallel with adults, children's groups are held.
As a result of working with an experienced child psychologist, you will learn how to help your child believe in himself. You will be able to establish harmonious relationships, feel love. See what a significant place each of you ...
If you see: in a child - psychological problems, and you can not help him on your own, seek help from a child psychologist. The psychotherapist will help if: the child shows aggression; experiencing fears, unable to adjust ....
When parents are in despair, when it is impossible to talk calmly with a child due to growing anxiety, fear for his life, when a teenager does not trust his parents, a specialist can come to the rescue, who is calm and without unnecessary emotions....
Training on overcoming the difficulties of the beginning of the transition period. In the classroom, the child will be able to learn more about himself, to understand what is happening with him and around him. The purpose of the classes is to prepare children for the teenage crisis ...
CONSULTATION WITH A CHILDREN'S NEUROPSYCHOLOGIST
NEUROPSYCHOLOGICAL DIAGNOSIS
AND CORRECTION
A pediatric neuropsychologist is a specialist in the formation of higher mental functions: perception, memory, thinking, speech. The neuropsychologist will determine the areas requiring attention, potential and draw up an individual program for the development of the child.
Psychological intensives are held during summer and winter holidays in the cities of Russia, countries of near and far abroad. Children's and adult groups work, individual consultations and trainings are held.
How to communicate if mutual understanding with a child has disappeared? What to do if the old methods of education do not work? "Children's Room" - a course for parents who want to improve the quality of relationships with children without resorting to...
SAND THERAPY
SANDPLAY -
GAME IN THE SAND
Playing in the sand for children is one of the effective technologies in working with them and a completely organic activity for them. Sand therapy is effective for: behavioral and emotional disorders, psychosomatics and communication difficulties...
CHILDREN'SPSYCHOTHERAPY in the broad sense of the word includes professional intervention aimed at resolving or preventing psychological problems in children.
Psychological disorders in childhood. Studies conducted in the US and other countries show that psychological disorders are detected in 14-20% of children, i.e. every fifth or seventh child. These rates vary by gender, age, ethnic origin and place of residence. For example, children aged 6–11 years have more behavioral problems than other age groups.
Psychological disorders in children are detected by various methods, including using a variety of tests, specially organized conversations (interviews) and by observing the child's behavior. Parents and teachers are important sources of information. The most common childhood disorders include attention deficit hyperactivity disorder, conduct disorder, oppositional disorder (disobedience, negativism, provocative behavior), extreme anxiety, separation anxiety (separation from mother or loved one), depression, and learning disorders (including learning disabilities, delayed mental development, autism and other syndromes). In addition, children may need psychotherapeutic help even if they do not have psychological disorders - for example, in situations where the child is the victim of sexual harassment, divorce or neglect by the parents of the child.
Unlike adults, who usually seek help themselves, the child is most often referred to a psychotherapist by parents or teachers. In many cases, the appeal to a child psychotherapist is due to the fact that the child is seriously upsetting adults, breaking the rules of behavior, or having poor contact with peers. Most of these children have behavioral problems or impulsivity, inattention, and other manifestations of attention deficit disorder. Such behavioral disorders of the child severely affect his immediate environment. On the contrary, children with anxiety and depressive disorders suffer first of all themselves and often do not know how to attract the attention of those who can help them.
Specialists involved in child psychotherapy need a good knowledge of the normal course of mental development. Many of those childhood problems that are considered disorders are found in children without any abnormalities. The difference may lie in the severity of the problem, the surrounding circumstances, or the suitability of a particular emotional state or behavior for a given developmental stage. The level of social adaptation of the child should be assessed taking into account the behavioral variations within the framework of normal development. For example, children's fears in early childhood and in later periods differ in nature, and the presence of certain fears is normal for a certain age. No less important are the characteristics of the child's family; in some cases, help is required rather by the parents.
Types of psychotherapy. Child psychotherapy is carried out by various methods, but, as a rule, it involves the establishment of interpersonal contact, trusting relationships and verbal communication with the child, as well as the presence of a certain theoretical approach that guides the psychotherapist in his work. conversations, games, role-playing games, rewards for good deeds, discussion of positive examples of behavior, as well as aids - board games, teaching aids, toys. All attention of the psychotherapist is usually focused on what the child feels, what he thinks and how he acts.
Approaches used in child psychotherapy differ both in the type of problems to which it is directed, and in the volume of psychotherapeutic assistance itself; the main ones are psychodynamic therapy, behavioral and cognitive-behavioral therapy and family psychotherapy.
Psychodynamic therapy, focused on the resolution of unconscious conflicts, appeared one of the first. Since the possibilities of verbal therapy in the case of a small child are very limited, game forms of influence have been developed. Play therapy releases pent-up emotions and allows the child to express feelings that would otherwise remain hidden. By inviting the child to draw, play with toys or make up stories, the therapist penetrates into his world, making every effort to reveal the internal conflict that causes behavioral or emotional disturbances.
Behavioral psychotherapy of children aims to teach the child adaptive ways of behavior. To do this, the therapist provides the child with the opportunity to learn and practice new patterns of behavior, and also tries to encourage the child and reward him for the desired behavior. This approach is focused on the process of the child's activity, during which they try to instill new skills, overcome fears, relieve depression or facilitate social interactions. For example, the fear of speaking in public can be overcome by preparing the child for verbal communication and giving him the opportunity to practice. The therapist must observe the child's actions and provide feedback, evaluating their results and rewarding success.
Cognitive-behavioral psychotherapy is aimed at the formation of adaptive behavior and uses reward reinforcement, as is typical for behavioral therapy itself, however, it also takes into account cognitive processes, i.e. features of perception and thinking of this child. In other words, attention is paid to how the child perceives and processes the information received during psychotherapy. The cognitive-behavioral approach is focused on the learning process, the psychological preparation of the child for various unforeseen circumstances and the selection of examples of behavior that he could follow; at the same time, this approach involves observing how the child comprehends what he is taught.
The family approach to psychotherapy can use any of the above strategies, but it focuses on the family as a whole and not just on the child. At the same time, the child is considered as a product of the entire system of relationships in the family, and it is with it that the emergence and development of the child's maladaptation is associated. Treatment, therefore, involves interaction with all family members.
When is psychotherapy needed? There are no hard and fast rules here, except that the decision must be made in the best interests of the child. As already mentioned, many of the emotional and behavioral difficulties that are noted in childhood and adolescence are part of normal development and do not require therapeutic intervention if they do not occur too often or are not too pronounced in certain moment child development. Only when the severity of psychological and behavioral problems goes beyond the limits of the norm, one can think that they are maladaptive, i.e. lead to undesirable consequences for the child. For example, if a ten-year-old child has no friends, does not talk on the phone, is afraid to sleep in a room alone, and often refuses to go to school, then the child's behavior can be considered maladaptive; It is in such cases that psychotherapy is indicated.
The decision on whether a child needs psychotherapeutic help is usually taken jointly by the parents, the therapist and the child. When any facts are learned from sources such as school or other family members, teachers and relatives should also be included in the discussion of this issue. Sometimes it is the inability of parents to deal with the child, their personal psychological problems or problems of family relationships that lead to serious difficulties for the child. Referring to various sources of information helps to determine if treatment is required and to choose the right psychotherapeutic approach.
Treatment process. A child's visits to a psychotherapist by themselves do not provide the desired result. It is essential that the child is comfortable with the therapist and actively participates in the treatment process. Many psychotherapists argue that the child's involvement in the psychotherapeutic process is the key to improving his condition.
The nature of psychotherapeutic assistance depends on the disorder that has arisen in the child. Behavioral disorder and deviant (crime-related) behavior respond best to individual and family psychotherapy. In this case, individual therapy instills new behavioral skills, and change environment achieved by working with the whole family. In another situation, the child may be assigned weekly individual psychotherapy sessions, and sometimes participation in special school programs is enough. Some children require hospitalization, in which case psychotherapy is carried out within the walls of a medical institution.
The duration of therapy varies. For example, behavioral or cognitive-behavioral psychotherapy takes several months, while psychodynamic therapy lasts longer, often several years. Various studies confirm the effectiveness of both behavioral psychotherapy and its combination with cognitive psychotherapy. It has also been found that the vast majority of children in need of psychotherapy feel much better after treatment ends.
LITERATURE
Kovalev V.V. Childhood Psychiatry. M., 1979 Lichko A.E. Adolescent psychiatry. L., 1979 Zakharov A.I. Psychotherapy of neuroses in children and adolescents. L. 1982 Rogers K. A look at psychotherapy. The formation of man. M., 1994
